Science in a Social Context

1
Science in a Social Context

• Intended Learning Outcomes
• Consider the importance of science in teaching
  about socio-scientific issues
• Consider planning and implementing learning
  strategies which address social / controversial /
  sensitive issues

2

• During morning assembly, the headteacher urged
  pupils to bring aluminium cans from home or from
  around the school grounds to the school recycling
  point, and not throw them in litter bins.
• The class enter the science lab where the teacher
  has planned a lesson to introduce an experiment
  in which pupils will appreciate that metals have
  differing reactivity.

3

• A pupil spies the different metals set out for
  the experiment and says Sir, I think this
  recycling aluminium thing is stupid, don't you?
  Doesn't it take energy and money to recycle
  things anyway?
• Before the teacher can reply, another pupil
  says
• Don't be silly, the school can get money from
  scrap metal - and they want us to do the
  cleaners' work.

• What does the teacher do?
• Start the lesson in the planned way?
• Use the opportunity to include something about
• recycling metals?
• - or even our social
  responsibilities?

4
Barriers to teaching science in a social context

• NO TIME for consideration of social and ethical
  issues - perception that the curriculum requires
  us to teach science KU as the main priority
• PERSONAL OPINION amongst some teachers that
  social issues should not be part of the science
  curriculum
• LACK OF CONFIDENCE in handling issues with no
  right answers
• LACK OF PROFICIENCY concerning teaching
  strategies to cope with controversial issues
• Concerns about PUPILS BEHAVIOUR
• TEACHING RESOURCES
• POTENTIAL ACCUSATIONS OF BIAS

5
Barriers to teaching science in a social context

• NO TIME for consideration of social and ethical
  issues - perception that the curriculum requires
  us to teach science KU as the main priority
• PERSONAL OPINION amongst some teachers that
  social issues should not be part of the science
  curriculum
• LACK OF CONFIDENCE in handling issues with no
  right answers
• LACK OF PROFICIENCY concerning teaching
  strategies to cope with controversial issues
• Concerns about PUPILS BEHAVIOUR
• TEACHING RESOURCES
• POTENTIAL ACCUSATIONS OF BIAS

6
Is teaching KU is the main priority?

• Key Stage 4
• (Sc1 Ideas and evidence in science)
  Pupils should be taught
  Ways in which scientific work may be
  affected by the contexts in which it takes place
  for example social, historical, moral and
  spiritual, and how these contexts can affect
  whether or not ideas are accepted.

7
What socio-scientific issues?

• Any issue which has a basis in science and has a
  potentially large impact on society
• Involves considering VALUES
• (Sc2) the basic principles of cloning, selective
  breeding and genetic engineering
• (Sc3) how enzymes may be used in biotechnology
• (Sc4) the beneficial and harmful effects of
  ionising radiation on matter and living organisms

8
Science in a social context

• sex education
• health education drugs
  education
• science
• PSHE citizenship
• environmental education

9
Why address social and ethical issues in science
lessons?

• Science provides the conceptual knowledge that
  underpins controversial issues
• Science teachers have this knowledge!
  (or ready access to it)
• Science teachers can help pupils distinguish
  between fact and opinion (by checking validity
  and reliability of data, appreciating
  uncertainty, probability, etc.)
• Pupils can get a balanced view of scientists and
  their work
• Makes science more relevant to pupils everyday
  lives
• May increase interest at post-16

10

• If I was teaching controversial topics I
  would
• 1. (a) Present a balanced view
• (b) Present a biased view
• (c) Explain to pupils that balance is impossible
  to achieve
• 2. (a) Not give my opinion
• (b) Only give my opinion if asked
  
• (c) Make my opinion clear to pupils
  
• 3. (a) Encourage pupils to make up their own mind
  on the issue
• (b) Try to influence pupils to adopt a
  particular attitude
• (c) Discourage pupils from making up their mind
  at this stage
• 4. (a) Discourage pupils from talking about their
  own attitudes
• (b) Encourage pupils to talk about their own
  attitudes
• (c) Encourage pupils to talk about their own
  attitudes
• and analyse each others opinions
  critically

11

• If I was teaching controversial topics I
  would
• Factory farming ()
• 1. (a) Present a balanced view 83
  
• (b) Present a biased view 12
• (c) Explain to pupils that balance is impossible
  to achieve 5
• 2. (a) Not give my opinion 33
• (b) Only give my opinion if asked 53
  
• (c) Make my opinion clear to pupils 14
  
• 3. (a) Encourage pupils to make up their own mind
  on the issue 82
• (b) Try to influence pupils to adopt a
  particular attitude 7
• (c) Discourage pupils from making up their mind
  at this stage 11
• 4. (a) Discourage pupils from talking about their
  own attitudes 3
• (b) Encourage pupils to talk about their own
  attitudes 32
• (c) Encourage pupils to talk about their own
  attitudes
• and analyse each others opinions
  critically 65

12
Approaches teachers would adopt when teaching two
different controversial issues.

• If I was teaching these topics I would
• Factory farming () Racism ()
• 1. (a) Present a balanced view 83
  62
• (b) Present a biased view 12 21
• (c) Explain to pupils that balance is impossible
  to achieve 5 17
• 2. (a) Not give my opinion 33 29
• (b) Only give my opinion if asked 53
  29
• (c) Make my opinion clear to pupils 14
  42
• 3. (a) Encourage pupils to make up their own mind
  on the issue 82 42
• (b) Try to influence pupils to adopt a
  particular attitude 7 34
• (c) Discourage pupils from making up their mind
  at this stage 11 24
• 4. (a) Discourage pupils from talking about their
  own attitudes 3 4
• (b) Encourage pupils to talk about their own
  attitudes 32 38
• (c) Encourage pupils to talk about their own
  attitudes
• and analyse each others opinions
  critically 65 58

13
What is the teachers role?

• Neutrality
• - neutral chair?
• - declare your own viewpoint?
• - play devils advocate?
• Balance (provide all sides of the argument?)
• Section 407 of the 1996 Education Act
  requires schools to take all reasonably practical
  steps to ensure that, where political or
  controversial issues are brought to pupils
  attention, they are offered a balanced
  presentation of opposing views.
• The QCA Citizenship Teachers Guide (2001)
  states The need for balance should not be
  regarded as inhibiting a clear stand against
  racism and other forms of discrimination. Our
  common values require that there are behaviours
  we should not tolerate. For example, racism,
  bullying and cruelty in all its forms are never
  acceptable. (p47)

14
Some well-known approaches to teaching
socio-scientific/ controversial issues.

• STS (science-technology-society) - promotes the
  integration of science with values (Solomon,
  1993 Ratcliffe, 2001)
• Discussion - encourages pupils to try out and
  articulate ideas and cope with rebuttals
  (Solomon, 1998 OFSTED, 2000)
• Argumentation - pedagogies which foster
  argument lie at the heart of an effective
  education in science.
• (Newton et al., 1999 553)
• Decision-making scienceenables pupils to
  develop the knowledge, skills, understanding and
  values to participate in decisions (national
  curriculum) (Ratcliffe, 1997)

15
Teaching Strategies

• Consequence mapping ( what if questions )
• Whole class debate / Circle Time
• Small group discussion
• Role Play/ simulations
• Parental involvement
• Using real case studies
• Using visiting experts
• Active research in the school or community
• Critical enquiry (asking a series of searching
  questions)
• Story-telling/ Mind movies
• Rights and responsibilities
• Cost / benefit analysis
• Using a decision making framework
• Use of media reports

16
What kinds of assessment are useful in teaching
about socio-scientific issues?

• Marking a written response according to set
  criteria (e.g. explaining the controversy,
  alternative views, etc.)
• Observing listening to discussions (e.g. to
  gauge communication and participatory skills,
  etc.)
• Formative feedback (what kind of comments
  should we provide to aid pupils progress?)
• A portfolio of evidence
• Self- and peer-assessment

17

• References
• SCHOOL SCIENCE REVIEW, 86 (315) ETHICS IN
  SCIENCE EDUCATION SPECIAL EDITION (DECEMBER
  2004)
• Black, P. and Harrison, C. (2001) Self- and
  peer-assessment and taking responsibility the
  science students role in formative assessment,
  SSR, 83302, 43-49
• Crick, B., Solomon, J. and Cartwright, B. (2001)
  Citizenship and science science and citizenship
  SSR, 83302, 33-42
• Newton, P., Driver, R. and Osborne, J. (1999) The
  place of argumentation in pedagogy of school
  science. International Journal of Science
  Education, 21 (5) 553-576
• Office of Standards in Education (OFSTED) (2000)
  Progress in Key Stage 3. London OFSTED
• Oulton, C., Day, V., Dillon, J. and Grace, M.
  (2004) Controversial Issues - teachers attitudes
  and practices in the context of citizenship
  education. Oxford Review of Education, 30 (4),
  489-508
• Ratcliffe, M. (1997) Pupil decision-making about
  socio-scientific issues within the science
  curriculum. International Journal of Science
  Education, 19 (2) 167-182.
• Ratcliffe, M. (2001) Science, Technology and
  Society in school science education, SSR,
  82300, 83-92
• Ratcliffe, M. and Grace, M. (2003) Science
  education for citizenship. Maidenhead Open
  University Press
• Solomon, J. (1993) Teaching Science, Technology
  and Society. Buckingham Open University Press
• Solomon, J. (1998) About argument and discussion.
  School Science Review, 80, 291, 57-62.