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1 April 2015 Preparing Students for Science in the Face of Social Controversy
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Abstract

Science educators often teach topics that are largely resolved in the scientific community yet remain controversial in broader society. In such cases, students may perceive the teacher as biased. We present two exercises that foster more objective learning about the scientific underpinnings of socially controversial topics. The first exercise clarifies why the scientific resolution of an issue does not necessarily align with social perception. The second applies this concept by having students discriminate science-based claims from other claims.

©2015 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintmfo.asp.
Terry Bramschreiber and David Westmoreland "Preparing Students for Science in the Face of Social Controversy," The American Biology Teacher 77(4), 284-288, (1 April 2015). https://doi.org/10.1525/abt.2015.77.4.8
Published: 1 April 2015
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