Using Structured Academic Controversy to Address Beliefs about Evolution Student Motivations and Attitudes: The Role of the Affective Domain in Geoscience.

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Presentation transcript:

Using Structured Academic Controversy to Address Beliefs about Evolution Student Motivations and Attitudes: The Role of the Affective Domain in Geoscience Learning, Carleton College, Feb. 13, 2007 Claudia Khourey-Bowers

In the context of contemporary American culture A survey in 2000 indicated that about 50% of Americans have a literal belief in the Biblical account of Creation Creationism and Intelligent Design have been two of the ideological challenges to scientific Evolution

Contemporary culture Kansas, Ohio, and other states have experienced highly-publicized ideological contests Science teacher candidates represent the plurality of views of the broader public Many teachers avoid teaching controversy

Teacher Education Program Based around constructivism and respect for diversity Mary’s search for integrity to her religious beliefs and role as a science teacher Inconsistency of constructivism and didactic approach to teaching evolution

Resources When Science Meets Religion: Enemies, Strangers or Partners? By Ian Barbour, Professor Emeritus, Carleton College Academic controversy: Enriching college instruction through intellectual conflict. Johnson, D.W., Johnson, R. T. & Smith, K.A.

SAC promotes –Consensus-building –Expansion of content knowledge –Expansion of students' world views –Motivation (Mead & Scharmann)

SAC promotes… –Sense of learning community –Respect for multiple perspectives –Acceptance that an individual can use multiple ways of knowing the world

SAC Does NOT Present right or wrong Ask students personal beliefs Marginalize unique views Accept all types of knowledge as equivalent Allow Debate

Barbour’s Typologies Conflict – enemies Independence – strangers Dialogue – partners Integration- closer partners

Implementation Instruction in Nature of Science Group roles & reading Town Council – 1 – 11/2 hour duration Follow-up Reflective writing