Teaching+Controversial+Issues

====While science itself is not controversial, the manners in which it overlaps with societal norms and values, religious beliefs, and political agendas can make it so. The effective science teacher must learn to navigate these areas in order to develop students into scientifically literate, critical thinkers.====

1. Know why the issue is controversial.
====Many times, understanding the source of controversy is key to teaching it effectively. For example, in the field of evolution, the most "controversial" points of view stem from the origin of life and human evolution. Once a teacher understands that, he or she can then determine how much of those areas to delve into during the class.====

2. Stay current.
====Many of the more controversial issues in the world of science are also those that are constantly changing. For example, the controversy over genetically modified organisms is constantly evolving as more studies are done and more laws are being made. If a teacher is going to introduce such a topic into his or her classroom, he or she must be prepared to stay current in the field. Teaching students outdated information leads to misconceptions and, quite frankly, undermines the teacher's credibility if the inaccuracy of the information is exposed.====

3. Teach at your students' level.
====Another mistake teachers make is trying to teach students material that they are not cognitively or scientifically ready for. For example, the origin of life and the universe is often a part of the freshmen biology curriculum. However, truly comprehending these concepts requires a fairly sophisticated background in chemistry and physics (especially if one is talking about the Big Bang Theory). Therefore, in order for students to even begin to understand the concepts involved, teachers have to make broad generalizations. In doing so, teachers actually create misconceptions in the minds of students, undermining the science they are trying to teach in the first place. It is far better to match the concepts taught with the cognitive and scientific development of students. In terms of evolution, I would recommend looking at Darwinian principles at the freshmen level and leaving the more abstract concepts (like Big Bang Theory) for senior level courses (after students have taken physics).====

4. Stay objective.
====As a teacher, you have an inordinate amount of persuasive power at your fingertips when it comes to your students. Therefore, if your objective is to develop scientifically literate, critically thinking students, you need to remain impartial as you guide students through discovering and discussing these issues. You should know all aspects of the issues equally well and be able to challenge students' views, no matter what they are. Making students think through and support their ideas with logic and science is the goal; not the indoctrination of students to your point of view. In fact, if you are doing your job well, your students will not know where you stand on the issues discussed in your class.====

5. Provide structure.
====Many teachers talk about how they have tried to discuss such issues in class and have met with great failure. Upon further analysis, an overwhelming trend that we have discovered is that teachers do not properly structure the discussion. One of the best tools to structuring such discussions is the use of case studies. This tool, combined with assigning students roles, can greatly increase the effectiveness of lessons about controversial issues. Looking for a starting point? Check out [|Bioethics Case Studies] at Iowa State University or [|Case Studies in Science] from State University of New York at Buffalo.====