1. Using Science In Decision Making Type of Material (Student/PD/Assessment/etc.) Written by: Beth Covitt (University of Montana) and Cornelia Harris (Cary Institute of Ecoystem Studies) Culturally relevant ecology, learning progressions and environmental literacy Long Term Ecological Research Math Science Partnership May 2011 Disclaimer: This research is supported by a grant from the National Science Foundation: Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF- 0832173). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

2. A Discussion to Wrap-Up the City Council Activity Version 5.2.11

3. How do/can citizens use science to inform decisions they make about environmental issues in private (e.g., consumer, worker) and or public (e.g., voter, advocate, elected official) roles?

4.  Investigating an issue  Explaining the science involved in an issue for self and/or others  Predicting likely outcomes and impacts on connected human and natural environmental systems of different courses of action  Using all of the above (plus other considerations such as personal values) to help decide what to do in individual and/or societal roles Using science to inform decisions can include…

5. Investigating an issue (2 nd hand) involves…  Defining the problem  Considering arguments from different stakeholders  Interpreting and evaluating evidence that different stakeholders use to support their arguments  Considering uncertainty  Considering bias Your thoughts…  How do you decide which information to trust when you’re investigating an issue?  How do you decide what information you need, and what counts as “sufficient” information?

6. Explaining and predicting involves…  Explaining scientific systems and processes relevant to an issue  Making predictions about likely outcomes of different courses of action to connected human and natural environmental systems Your thoughts…  What was interesting and/or challenging about above?  What are your experiences with explaining science and making predictions to help make a decision?

7. Discussion Questions  How important were scientific arguments to your group’s decision-making process?  How important were non-scientific arguments (e.g., arguments about needing jobs in the community)?  What values (e.g., creating jobs, having a healthy environment, etc.) were most important to you in deciding how to vote? Using science to make a decision involves combining explanations and predictions developed through a scientific investigation with one’s own personal values to decide what to do.

8. PracticeNovice practices…Scientifically Informed Citizens… Investigating Trusts own knowledge and that of friends and family. Uses bias and motivation to make trust decisions. Has few tools for evaluating scientific validity of evidence. “Nestle wants to build the factory so they're going to say any lie to you…They [Nestle] might have to pay for the water, so the Department of Environmental Quality might be telling a little bit of a fib because they might be getting a little money out of it and people might do a little for money. Trust arguments based on scientific evidence validated through collective validation and review (e.g., peer review). Rely on rigorous research methods to ensure high quality evidence. Understand that scientists share and replicate findings to build consensus about scientific explanations and predictions.

9. PracticeNovice practices…Scientifically Informed Citizens… Explaining Explains using informal understanding of science. Makes little use of scientific models or school science learning. Interviewer: Do you know what a well is? Selena: They put the well in, they run the bucket down, and get water. Interviewer: Have you heard of a watershed? Selena: [It’s a] little shed, like a house. Combine general scientific knowledge with specific facts of the case to explain what is happening in systems.

10. PracticeNovice practices…Scientifically Informed Citizens… Predicting Makes predictions using informal understanding of science. Makes little use of particular evidence or facts of the case. Interviewer: Do you think that the well could affect trout living in the stream? Anaya: No not really. Since groundwater is a separate system than river water it really won’t harm the trout. Use scientific understanding to make predictions about potential consequences of different courses of action.

11. PracticeNovice practices…Scientifically Informed Citizens… Deciding Novice proficiency with practices means an individual may not be able to make a scientifically informed decision congruent with his/her personal values about a preferred outcome. Uses scientific practices as tools in decision-making. Make decisions informed by science, but also by social- scientific understandings and personal values.

12.  Do you have any feedback about this activity and/or suggestions for improving this activity for use with high school and college students?  Thank you for your help!