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Engaging Students in Scientific
Inquiry through Science Policy
Presentation at the Cleveland Regional Council of Science
Teachers Meeting
Drs. Debbie K. Jackson & Robert Ferguson
Cleveland State University October 24, 2005
Goals of the talk
• History • Details of each lesson • A sample activity from one lesson • Comments/feedback
AAAS Science and Technology Policy Fellowship Programs: Vision 2033
(2005)
1. Science and Society’s Futures 2. Science, Technology, and the Human
Condition 3. Science, Technology, and Global Security 4. Energy, the Environment, and Global
Change 5. Linking Science and Policy for Tomorrow’s
World
Lesson Structure
• Learning cycle – Engage – Explore – Explain – Extend – Evaluate
Lesson One: Genetics
• Based on Kenneth F. Schaffner’s talk: Identification of Genes and Disease
• Goal: – Realize the importance of politics and
science working together to solve problems
Lesson One: Genetics
Students will: • Research various aspects of
genetically-linked diseases • Debate issues of heredity versus
environment concerning diseases • Discuss social and cultural impacts of
multiple representation in science • Develop a position regarding what
disease(s) should receive public funding for research
Lesson Two: The Problem with Detection
• Based on the talks of Victor A. Utgoff and George C. Fidas: The Problem with Detection (the local level)
• Goals: – Realize the importance of politics and
science working together to solve problems. – Explore which terror threats leave behind a
detectable signal
Lesson Two: The Problem with Detection
Students will: • Participate in a simulation • Create personal philosophy regarding the
balance between protection of security and protection of civil rights. – Describe the philosophy – Reflect on the philosophy – Revisit and revise the philosophy, if
necessary • List different detectors that exist now and
explain the science from which they operate • List the threats that have detectable signals
and explain how those work
Lesson Three: The Little Disease that Roared
• Based on the talk of Julie Fischer: The little disease that roared.
• Goals: – Consider the factors that governments
make when considering how to fight a disease and which diseases to fight
Lesson Three: The Little Disease that Roared
Students will: • Create a flowchart on how to fight
disease • Investigate a disease, explain
how it spreads, and what precautions would need to be taken to contain the disease
• Compare and contrast the cost of fighting two important diseases
Lesson Four: Energy and the Environment
• Based on Neal Lane’s talk: The interrelationships between energy and the environment
• Goals: – Students are introduced to the
interrelationship between energy and the environment through the study of greenhouse gases and global warming
Lesson Four: Energy and the Environment
Students will: • Compare the energy consumption in the United States to other countries • Explain climate changes that are occurring as a result of increased CO2 emissions • Explain global warming and greenhouse gases • Form an opinion about global warming and defend it
Lesson Five: Discrepancy between science and
policy • Based on a talk given by Neal
Lane: The discrepancy between science and policy
• Goals: – Students realize the impact of social,
political, and economical forces on science through an investigation of the discrepancy between science and policy
Lesson Five: Discrepancy between science and
policy Students will: • Develop a list of the top ten problems facing
humanity • Compare the class list to the list of a Nobel
Prize winner, Dr. Rick Smalley • Compare the list from Dr. Smalley to the
National Science Foundation funding chart • Brainstorm reasons for the inconsistencies
between Dr. Smalley’s list and the NSF funding structure
• Explain the influence of social, political, and economical forces on the problems that are addressed at the state and country level
Lesson Six: Environmental Change at the
Chesapeake Bay • Based on Donald F. Boesch’s talk: The
Chesapeake Bay • Goal:
– Understand the value of science influencing policy such that science can be part of a political answer and scientists must interact with politicians
Lesson Six: Environmental Change at the
Chesapeake Bay Students will: • Explain the effect of rising tides • Write and reflect on the complexities of an
environmental change • Research how a major environmental
change affects various stakeholders • Investigate the impact of rising tide in and
around Chesapeake Bay on select groups • Communicate findings after investigating
the impact of rising tide on select groups • Defend a position regarding reaction to an
environmental change
Lesson Seven: Asking Good Questions
• Based on the talk given by the Honorable Rush Holt: Asking Good Questions
• Goals: – Recognize the value in asking good
questions helps fight complacency. – Questioning is a democratic process
Lesson Seven: Asking Good Questions
Students will: • Critique a poorly and a well conceived
question • Make observations on either a
biological or chemical phenomenon • Create a good question from the
observation • Perform an experiment to answer
their question • Read a recent article on the types of
questions in science
A Sample Lesson
The Problem with Detection
Access to the Lessons
At the website: http://academic.csuohio.edu/jackson_d/
AAASLessons/AAAS.html
Our email addresses: Dr. Debbie Jackson:
[email protected] Dr. Robert Ferguson: