Webinar 12th May

Webinar :

Problem solving with conversation

John WardleAndrea Mapplebeck Alexandra Okada

Webinar: Problem Solving

1. Welcome and overview John Wardle

2. Problem solving John Wardle

3. Teaching a sequence lesson John Wardle

4. Teacher questions Ale Okada

5. Conversations - an introduction Andrea Mapplebeck

6. Completing the course John Wardle

Problem solving

Problem solving

Problem-solving is grounded on problem-based learning, which is a student-centered approach.Students will learn:

science concepts enquiry skills

In ENGAGE, a problem-solution lesson refers to provocative problem emerging from a real life issue. The decision making will RRI skills.

Responsible Research and Innovation

Discussion example

Should we restrict the use of antibiotics?

1. What do we need to know to make sense of the issue?

2. How do we make an informed decision – what skills would we need?

Two part sequence

Why two parts?Separating the science concepts and the enquiry processes for making a decision reduces cognitive demands on students.

In lesson 1: Students review the science and consider the evidence

In lesson 2: Students play a game to learn the enquiry process, and then use it to make their decision

Sequence lesson

Illustration – e cigarettesLesson 1

Engage - Get students interested in the issue of a possible ban on smoking electronic cigarettes indoors in public places

Review - Students review their understanding of using particles to explain phenomena

Consider - Students draw diagrams to show the arrangement and behaviour of particles involved in vaping, and decide whether exhaled nicotine can get to people nearby

Lesson 2 Engage - Review the dilemma about whether to support an EU ban on indoor

vaping in public places Play - Students play a game to learn how to judge risk Decide - Groups judge risk to decide whether or not they support a ban on

indoor vaping in public places, and share their views in class discussion.

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I would never smoke – it’s far too risky.

Think I’ll give vaping a try. It won’t kill me.

But vaping is safe. There’s no smoke, no tar and so – I guess – no cancer.

Review ConsiderEngage

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Nicotine is addictive. Addicts crave nicotine and need it to feel normal.American Council on Science and Health

Nicotine is

linked to heart

disease.American Society

of Cell Biology

Nicotine damages the brain of a developing foetus.Current neuropharmacology

Nicotine may be linked to cancers of the lung, breast, liver and kidney.Nature

11

Review ConsiderEngage

Nicotine

kills

12

Review Consider

Turkey, Wales and parts of Canada have banned workplace vaping.Now health campaigners

want a Europe-wide ban.

Long-term risks of passive vaping not yet known, say scientists.

Passive vaping as risky

as passive smoking,

claims health charity.

Will you support a European ban on indoor vaping in public places?

Engage

13

Lesson 2Are the

benefits of banning indoor

vaping in public places worth the

risks?

Lesson 1Is there

scientific evidence that nicotine from

vaping can get to people

nearby?

How are you going to make a decision?

Review ConsiderEngage

14

Draw before and after diagrams of particles to explain observations

Weigh up risks and benefits to make a decision

Working ScientificallyBig Idea

Lesson 1

Lesson 2

Part

icle

s Ju

dge

risk

s In these lessons you will :

Student sheets

SS1

Particles and vapingMoving around in the air

The aerosol

Solvent: propane-1,2,3-triolSolutes: nicotine and water

The aerosol is tiny droplets of liquid water, liquid propane-1,2,3-triol, and liquid nicotine mixed with the air. The air is mainly nitrogen and oxygen.

The exhaled breath of an e-cigarette user includes nicotine vapour. The nicotine particles mix with the air.The air is mainly nitrogen and oxygen. Nitrogen and oxygen particles are smaller and lighter than nicotine particles.

In the gas state, particles move randomly. They collide with each other frequently which makes them change direction. The nicotine vapour spreads out from a place where there are many nicotine particles to a place where there are fewer. In other words, they move from an area of high concentration to an area of low concentration. This is diffusion.

The solution

In the solution solvent particles surround solute particles. There are more solvent particles than solute particles.

Student sheets

SS2a

Particles in the solutionnicotine particle

propane-1,2,3-triol particlewater particle

Particles in the aerosolnicotine particle

propane-1,2,3-triol particlewater particlenitrogen particleoxygen particle

Particle diagrams –1

Key

Key A droplet of

liquid water (part of the aerosol)

Student sheets

SS2b

Moving around in the air

Particle diagrams – 2

1 2 3

nicotine particleoxygen particlenitrogen particle

Key

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Will you support a European ban on indoor vaping in public places?

Play DecideEngage18

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People will vape more at home. So children will be exposed to more nicotine.

Fewer people will get heart

disease.

No one will be exposed to nicotine at

work.

A ban on indoor vaping in public places has risks and benefits

Play DecideEngage

If people have to go outside to vape, they might as well smoke instead.

So more people will get lung cancer.19

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Now play WhizzQuiz to learn how to quantify risks and benefits, and how to weigh them up.

After each round, write your score, and what you learnt about risk, on SS1.

Play DecideEngage

SS1

WhizzQuiz

21

Round 1Which method of transport has the lowest risk of death?

DecideEngage Play

WhizzQuiz

22

To compare risks you need numbers and units.

TransportChance of dying per 10 billion km travelled

Your score

WhizzQuiz

Round 1 answers

DecideEngage Play22

aeroplane 25 4bicycle 365 2car 24 4motorbike 998 0train 2 5

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1 Decide whether each card describes a risk, a benefit, or neither

2 Estimate the seriousness of each risk and benefit (score 1, 2 or 3).

3 Estimate the likelihood of each risk and benefit happening (score 1, 2 or 3)

4 Multiply likelihood x seriousness to decide how big each risk and benefit is.

5 Add up the scores for the risks and for the benefits.

6 Compare the totals and decide.

Will you support a European ban on indoor vaping in public places?

Back to the big question...

Engage Play Decide

SS2 and 3

Student sheets

SS2Risks and benefits of a ban on indoor vaping in public places

A B C

D E F

If people have to go outside to vape, they might as well smoke cigarettes instead. So it is possible that more people will get lung cancer.

Since nicotine damages foetal brains, fewer babies will be born with brain damage.

People might vape more at home. So children might be exposed to more nicotine.

Lung cancer risk of smoking reported by the NHS

Foetal brain damage reported in paper in the journal Nature

A ban might make people think that the risks of smoking and vaping are the same. This makes smokers less likely to use e-cigarettes to help them quit smoking.

Association of e-cigarette manufacturers

The concentration of nicotine in the blood of passive vapers is similar to that of passive smokers.

Reported by the World Health Organisation

Exhaled nicotine remains on surfaces for many months. Other people can absorb this nicotine through their skin.

Priscilla Callahan-Lyon in the British Medical Journal

Student sheets

SS3Weighing up risks and benefits

Statement ARisk or benefit?Seriousness of risk / size of benefit

1 2 3

Likelihood of it happening 1 2 3

risk x benefitStatement FRisk or benefit?Seriousness of risk / size of benefit

1 2 3

Likelihood of it happening 1 2 3

risk x benefit

Statement ERisk or benefit?Seriousness of risk / size of benefit 1 2 3

Likelihood of it happening 1 2 3

risk x benefit

Statement DRisk or benefit?Seriousness of risk / size of benefit

1 2 3

Likelihood of it happening 1 2 3

risk x benefit

Statement BRisk or benefit?Seriousness of risk / size of benefit 1 2 3

Likelihood of it happening 1 2 3

risk x benefit

Statement CRisk or benefit?Seriousness of risk / size of benefit

1 2 3

Likelihood of it happening 1 2 3

risk x benefit

Total scores for risks and benefits

Scores for risks total score for risks = Scores for benefits total score for benefits =

Ethical thinking

Getting students to see a problem from a particular perspective is a powerful tool for discussion and decision making.Engage uses three types of ethical thinking:

utilitarianism• best outcome for all

rights and duties• based on rules

virtues• caring, positive character traits

Student sheets

SS1

3 kinds of Ethical thinkingUtilitarianism Rights and

dutiesVirtues

Base your decisions on rules which you believe should always be followed, like:

Do not worry about the outcome.

• It is wrong to cause harm• It is wrong to steal• It is wrong to lie or cheat• It is right to keep promises

For each option, think about the consequences (what will happen) and how this will affect everyone.Choose the option that provides the greatest happiness for the most people.

‘It looks great’You decided that if you tell them the truth it would put them in a bad mood and ruin the evening for everyone.

‘It looks terrible’You decided that you should never lie, whatever the consequences.

‘I wouldn’t have chosen it’

You say this with a great smile and hugging your friend. You are sincere while caring about your friend’s feelings.

Make your decisions by taking into account other’s feelings.Choose an outcome that is helpful for others.

‘Best consequence’ ‘Follow rules’ ‘’Be caring”

Example: You are out with a group of friends. Your best friend turns up with a new haircut which you think looks terrible. They ask you if you like it.

What do you say?

Questions

Questions

1. How would you engage the students, what would the hook be?

2. How important is previous science knowledge?3. What is your experience of teaching ethical

thinking strategies?4. What would you look for in terms of outcome

of the lesson?5. What are the challenges to this approach?

Conversation – an introduction to

whole class discussion

Conversation

Conversation in ENGAGE context refers to a whole classdebate regarding an RRI (or socio-scientific dilemma) facilitated by the teacher.It is based on three steps for supporting students to develop argumentation and evidence-based solutions, so they will:

1. review the scientific ideas to address their ‘need to know’.2. consider how the concepts build into evidence to develop an

initial opinion.3. construct and articulate arguments to justify their

conclusions.

Why conversation?

1. Help students develop their argumentation and critical thinking skills through modelling and guiding.

2. Show the provisional nature of science knowledge and the importance of evidence-based argument in complex socio-scientific issues.

3. Emphasise the controversy by drawing out a range of views

4. Help students reflect on their opinions collaboratively and become open to changing their views in the light of other arguments or evidence.

Strategies

Fishbowl

Lollisticks

No Hands Up

QuestionsWhole Class Response Systems

Next WebinarLook at conversations and ideas for: - roles - support - structure

Completing the course

Completion

1. post at least one message to a forum

2. submit a reflection of an Engage lesson or lesson plan - this is the course assignment

3. complete the post course survey (you must do this)

End dates

There will be tutor support until 27th of May

Final survey completed by 5th June

Reflection assignment should be completed by 5th June