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Challenging a “Why Should I Care” Attitude by Incorporating Societal Issues in the Classroom

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Abstract

A continuing challenge in life-science education is to foster student engagement with complex, occasionally dry material. One approach to this challenge is to build connections between classroom topics and the “real world.” We outline here an active-learning assignment in which students write to a local representative concerning a current social or environmental problem. In their letters, students present the scientific basis of the problem, evaluate opposing viewpoints, and describe their own science-based recommendation. This assignment empowers students by recognizing their ability to build connections and contribute insight. By fostering student engagement and interdisciplinary understanding, this can be a useful and exciting complement to classroom learning.
THE AMERICAN BIOLOGY TEACHER SOCIETAL ISSUES IN THE CLASSROOM 39
Ab s t r A c t
A continuing challenge in life-science education is to foster student engagement with
complex, occasionally dry material. One approach to this challenge is to build connec-
tions between classroom topics and the “real world.” We outline here an active-learning
assignment in which students write to a local representative concerning a current social
or environmental problem. In their letters, students present the scientific basis of the
problem, evaluate opposing viewpoints, and describe their own science-based recom-
mendation. This assignment empowers students by recognizing their ability to build con-
nections and contribute insight. By fostering student engagement and interdisciplinary
understanding, this can be a useful and exciting complement to classroom learning.
Key Words: Active learning; public policy; extra credit.
“Why should I care?” Every educator has surely heard these words.
Our teaching methods, while increasingly based in inquiry and active
learning, still struggle to engage students with
their community and their futures. So why should
students care?
The National Science Education Standards
(National Research Council [NRC], 1996) suggest
a clear avenue for student engagement, focused
on firsthand experience, personal decisions, and
public policy. More specifically, they recommend
that science students at all grade levels should be
able to “experience the richness and excitement
of knowing about…the natural world, …use appropriate scientific pro-
cesses and principles in making personal decisions, [and] engage intel-
ligently in public discourse and debate about matters of scientific and
technological concern.”
With this avenue of student engagement in mind, we designed an
extra-credit assignment for students to apply tools, concepts, and infor-
mation learned in an undergraduate plant science course to a local and
current social, political, or environmental issue. The assignment was
to research this issue and write a two-page letter to a local representa-
tive. While letter writing is not a paradigm shift in educational practice,
it is often difficult to find time, creativity, and energy to organize such
an exercise. Our article assists in overcoming this “activation energy”
by providing a detailed blueprint for an activity, specific recommenda-
tions for its success, and examples of current topics that students found
engaging. We emphasize that activities such as this should be embedded
in a semester-long classroom experience. We found that students were
enthusiastic to use this learning opportunity to explore and answer the
question, “Why should I care?”
Rationale

Teaching results in higher-quality learning when connections are made
between the classroom and life outside the school setting, rather than “in
a situation free of context such as a drill-and-practice exercise” (NRC,
1999). However, we often fail to provide context or promote awareness
of the connections among observations, inferences, and actions (Koretz,
2009).
Simultaneously, we recognize that the modern world requires “life-
long learners and problem solvers who can make wise decisions… for
their communities” (Alberts, 2009). Yet “many citizens are ill-prepared to
exercise citizenship rights when facing complex
social issues involving science and technology”
(Cheek, 1992).
As educators, we approach these two chal-
lenges by helping students achieve true mastery of
a subject and by guiding their development into
responsible, contributing members of society. One
method of achieving both goals is to empower
students by appreciating their increasing knowl-
edge and independent insights. This empow-
erment, by allowing students to showcase their
learning achievements, follows the constructivist framework (Bybee,
1997), wherein “students bring to a learning experience their…explana-
tions, attitudes and skills.”
Therefore, our main goal in creating this assignment was to empower
the students as scientists by inviting them to make a critical analysis of
a social issue, integrating multiple concepts they learned in class. In our
experience, current issues that spark student interest include sustainable
farming and forestry, environmental regulations, biofuels, food additives
and nutrition, public health and pollutants, and ecosystem degradation.
What We Did: The Process

To prepare students to explore outside the classroom, this activity should
be embedded in a cohesive, integrative curriculum and a positive learning
environment (NRC, 1999). For example, on the first day of class, we
Our teaching methods still
struggle to engage students
with their community and
their futures.
The American Biology Teacher, Vol. 73, No. 1, pages 39–41. ISSN 0002-7685, electronic ISSN 1938–4211. ©2011 by National Association of Biology Teachers. All rights reserved.
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DOI: 10.1525/abt.2011.73.1.8
How-to-do-it Challenging a “Why Should I Care”
Attitude by Incorporating
Societal Issues in the Classroom
Sean Hoban,
Jeanne RomeRo-SeveRSon
ReCommenDaTIon
40 THE AMERICAN BIOLOGY TEACHER VOLUME 73, NO. 1, JANUARY 2011
discussed the ecological and economic importance of plants as primary
producers of oxygen, food, biofuels, building materials, and medicines.
Plant science concepts were integrated into issues of sustainability, energy,
and economic progress. In our lectures and discussions, we provided
scientific analysis, asked provocative questions without simple answers,
and sought to provide a flexible learning environment to incorporate
student inquiry. The vision for the classroom activities was to provide a
model by which students could analyze problems on their own. We also
introduced the extra-credit activity by stressing that scientific responsi-
bility lies in defining the problem clearly, performing critical analysis of
evidence, conducting thoughtful dialogue, and proposing new lines of
inquiry, rather than promoting “silver bullet” solutions.
In The Myth of Scientific Literacy, Morris Shamos underscores the
importance of experiencing the conceptual framework of science. He
says, “What we seek is a society that is aware of how and why the sci-
entific enterprise works and of its own role in that activity.” To stress the
importance of scientific thought and process in their letters, the assign-
ment required students to recognize that scientific research is ongoing and
that the costs and benefits of chosen positions must be weighed carefully.
The letter was to be composed of three paragraphs of scientific data, with
citations from multiple recent publications, followed by a presentation of
at least two opposing points of view on the subject, and finally two para-
graphs of careful defense of the student’s chosen viewpoint.
Students received the preceding verbal instruction and the following
written instructions.
Introduction.1. Problems arise from complex interactions, competing
needs, and unforeseen consequences. Understanding requires more
than a cursory knowledge of the subject.
What to do.2. You are to write a letter to a government official about a
real plant-science issue affecting people from your state. You must
choose a real official in your town, county, or state who would have
reason to be interested in this issue. The goal is to assess the issue,
evaluate the proposed solution(s), and offer an informed opinion
of the proposed solutions.
Choosing a topic.3. Broad examples that we have addressed in class
include sustainable farming and forestry, environmental regulations,
biofuels, food additives, public health and nitrate pollution, and
toxic dinoflagellates. The issue that you choose should be specific
(e.g., a piece of legislation on crop subsidies, a policy on invasive
species, proposed regulations on plans for a new development).
How to do it.4. You should show a clear understanding of the com-
plexities of the science, the inputs and outputs of the ecosystem
or process involved, and the benefits and drawbacks of various
solutions.
Grading.5. The letter should be about two pages single-spaced. The
letter will be graded according to five criteria:
a. Name and address of the local elected official are correct. (2 pts)
b. The issue is presented in at least three paragraphs of sound science,
with multiple citations from recent scientific literature. (6 pts)
c. You present both arguments/points of view on the issue and
choose one. (4 pts)
d. The defense of your position is explained in at least two paragraphs
in which your justifications are specific, not cliché. (4 pts)
e. Spelling and grammar are correct and your logic clear. (4 pts)
Figure 1. Examples of topics chosen by students for the assignment.
THE AMERICAN BIOLOGY TEACHER SOCIETAL ISSUES IN THE CLASSROOM 41
You are encouraged to discuss your ideas with the instructor(s) 6.
before writing.
As an empowerment exercise, this assignment incorporates four parts
of the “5 E’s” instructional model (Bybee, 1997): engagement, explo-
ration, explanation, and elaboration. To include the fifth, evaluation,
we provided feedback to each student who participated: a completed
grading rubric, as well as two paragraphs of constructive criticism that
might help the student in writing future letters. This feedback further
affirms the value of students’ insights.
Evaluation

Twenty-one (of 40) students participated, and the average letter was
a little over two pages long, with two to nine citations. All students
were able to identify a local issue (Figure 1), research it, and then dis-
cuss the issue with some original insight and criticism, while incor-
porating knowledge learned in class. Although the assignment was
only worth about a point on the final grade, the students were enthu-
siastic and some considered it the most memorable part of the class.
The National Science Education Standards divide the stages of an
assignment into “intended, implemented, and achieved” (NRC, 1999).
We have presented the intention and the implementation. To examine
our success, we asked our students to respond to a survey about the
assignment. Overall, the students felt that they gained a more thorough
understanding of the issue and a feeling for the pros and cons of the
solutions, and most responded that they would feel more comfortable
talking with others about the topic. Here are some sample responses:
“I learned that the science we talked about in class is occurring all •
around us and isn’t just something ‘in the lab.”
“It made me think about the implications of what we were learning •
and seeing the varied possible effects of a solution…ripple into
other factors such as the economy and international relations.”
“…application of things we learn in class to something I can talk •
about with people who aren’t in the class.”
“…since it was a current issue and applicable to where I live, it •
made the topics that we learned about in class more pertinent.”
Conclusion

Will this work in every school at every level? We feel that letter writing,
as an activity to empower students, is indeed applicable at every level.
The assignment gives students an opportunity to excel outside of tests,
quizzes, and standard lectures. “Students at all levels of preparation
solve problems in their own unique ways…. Frequently it is when their
contributions are solicited and recognized that these students recognize
the value in gaining… fluency and show marked gains in achievement”
(NRC, 1999). We propose three keys to success: (1) make your students
aware of national and local issues throughout the semester, to prepare
them to research issues on their own; (2) use empowerment in daily
lectures, allowing the students to weigh evidence and come to their own
conclusions; and (3) begin early, to give the students time to choose a
topic, explore relevant literature, and ask questions.
Rather than focusing purely on facts as an end in themselves, our
focus was, as H. Lynn Erickson (2002) has written, to use “topics and
facts to help students develop deeper understanding.” Many students
chose an issue that they were already concerned about, and this letter
gave them a chance to find reasons for or against their prior opinion,
while connecting this issue to classroom concepts. We feel that our stu-
dents learned that although no solution is simple, our classroom con-
cepts can form the basis for policy and action. This assignment was a
useful tool to complement classroom learning by providing a focal point
for in-depth exploration, whereby students achieved a more complete
understanding.
References
Alberts, B. (2009). Making a science of education. Science, 323, 15.
Bybee, R.W. (1997). Achieving Scientific Literacy: From Purposes to Practices.
Porstmouth, NH: Heinemann.
Cheek, D.W. (1992). Thinking Constructively about Science, Technology and
Society. Albany, NY: State University of New York Press.
Erickson, L.H. (2002). Concept-Based Curriculum and Instruction: Teaching
beyond the Facts. Thousand Oaks, CA: Corwin Press.
Koretz, D. (2009). Moving past No Child Left Behind. Science, 326, 803–804.
National Research Council. (1999). Designing Mathematics or Science Curriculum
Programs: A Guide for Using Mathematics and Science Education Standards.
Washington, DC: National Academies Press.
National Research Council. (1996). National Science Education Standards.
Washington, DC: National Academies Press.
Shamos, M. (1995). The Myth of Scientific Literacy. Piscataway, NJ: Rutgers
University Press.
SEAN HOBAN (shoban@alumni.nd.edu) is a postdoc working on conservation
and population genetics at the Laboratoire d’Ecologie Alpine in Grenoble, France.
JEANNE ROMERO-SEVERSON (jromeros@nd.edu) is Associate Professor in the
Department of Biology, University of Notre Dame, Galvin Life Science Building,
Notre Dame, IN 46556.
ResearchGate has not been able to resolve any citations for this publication.
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Bybee, R.W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Porstmouth, NH : Heinemann.
Thinking Constructively about Science, Technology and Society
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Cheek, D.W. (1992). Thinking Constructively about Science, Technology and Society. Albany, NY : State University of New York Press.
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Erickson, L.H. (2002). Concept-Based Curriculum and Instruction: Teaching beyond the Facts. Thousand Oaks, CA : Corwin Press.
moving past no child left behind Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards National Science Education Standards
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Koretz, D. (2009). moving past no child left behind. Science, 326, 803–804. national research council. (1999). Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards. Washington, Dc: national academies Press. national research council. (1996). National Science Education Standards. Washington, Dc: national academies Press.
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