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., A Method for Teaching Science, Technology, and
Societal Issues in Introductory High School and College Chemistry Glasses
H. Eric StreRberger California State University, Fullerton, CA 92634 Information in news reports is often about chemically related problems and issues of personal and, at times, global concern. Examples include nutrition and diet information, drug abuse, pollution of the environment, nuclear radiation, ozone depletion, toxic waste disposal, etc. T o deal with such problems and issues in any realistic manner in the classroom, broad societal concerns, for example, scientific, economic, social, political, religious, and ethical, must be taken into consideration. Recognizing the importance of this type of reflective and critical thinking, a number of state and national groups have encouraged the following goals for the high school curriculum. These goals, which also have implications for chemistry at the college level, include: "to prepare students to use science and technology in understanding and improving (students') daily lives" ( I ) , "to apply scientific knowledge to everyday life; and to introduce socinl and environmental implications of scientific and technological development" (2),"to use current societal issues and problems to meet the needs of our society and of students" (3),"to emphasize a t all levels the social and human relevance of chemistry" (41, and "to use attitudes and knowledge about science to live as an informed citizen in a scientifically developed nation" (5). Problem Texts provide few, if any, systematic procedures for involving students with societal prohlems and issues in their lives that are related to chemistry. An exception for high schools is "Chemistry in the Community" (CHEM-COM), developed by the American Chemical Society. High school chemistry teachers generally are reluctant to discuss issues to any extent in class because the time that is required comes at the expense of the regular subject matter (6). Approximately 90% of all high school science teachers emphasize goals directed toward preparing students for a major in a
60
Journal of Chemical Education
science in college (7).Further, issues in science an;l society generally are not included in first-year college chemistry (8). Solution: Student Projects for Extra Credit To put the goals above into operation, I have devised a method in my introductory, general education chemistry class that can also be applied in high school chemistry. Students are provided with a list of suggested issues from which they may select one as a project. Their task is to resolve the issue by means of adebate that is presented on paper. Examples are "Should nuclear power plants continue to be developed for domestic energy sources?" "Should public smoking be banned?" "Should all food additives he banned?" "Should steroids be made available to athletes?" "Should diet promotions be restricted?" Students are encouraged to choose issues of personal interest to them. The method, outlined below, requires no class time since it is for extra credit. instructors have, however, the flexibility to assign one or more of the issues for actual student debates in class. The project is divided into seven parts, A to G, which may he selected in any number for completion. The only stipulation is that students begin with Part A and that the first three are in sequence. Eachpart is scored separately and worth five or 10 points depending on its difficulty. Grading time is relatively minimal since the work handed in can be scanned quickly due to the structured way in which it is presented. This includes a heading with the student's name, the issue in question and the pro or con position taken. The write-up is completed and graded under the specified directions supplied to students in handouts. For a detailed copy of the handouts please correspond with the author. The Student Project The following is a brief description of how the project is presented to the students in class for extra credit.
Part A (5 points): Issues introduction Select an issue, indicate whether you are pro or con, then list (by enumerating) the reasons for your choice. Your reasons should be carefully thought out hut do not need to involve any research at this time. Part B ( 10 points): Chemical Background Information Photocopy a minimum of five articles (or more if needed) with chemical information on your issue. Your sources of articles should be scientific journals such as Chemical & Engineering News, Seience Digest. Popular Sctence, Dtscouer, Science 80 to 86, and JOUInal of Chemical Education. Use the Education Index, Readers' Guide to Periodical Literature, Los Angeles Times Index, and New York Times Index, for other sources of information. Underline all of the scientific information in the articles pertaining to your issue, then staple the articles to a one- to two-page summary of the chemical information on the issue in the articles. Part C ( 10 poinfs): Debating the Opposite of the lssue Prepare to debate the issue in one to two pages from the opposite viewpoint that you took in Part A. That is, if you first indicated you were pro on the issue, you will now debate con on the issue. Prepare your debate by looking at s wide variety of perspectives on the issue such as scientific, economic, social, political, religious, and ethical aspects. Enumerate each point you wish to make in the debate, then indicate in parentheses a t the end of each statement the basis upon which it was made. Use (sci) for scientific, (eeo) for economic, (soc) for social, etc. Remember that you are debating the opposite position from the one originally taken. Part D ( 10 points): Personal Interview Conduct an interview on the issue with a person who uses chemistry in his or her profession and who is not a member of the faculty or a family member. Prepare questions you plan to ask prior to the interview in order not to waste time. The questions should he first about the person's job, i.e., its connection to chemistry, and then about the person's position on the issue in question. Staple your notes, the person's name, job, time, date, and place of the interview to the summary of your interview. Part E ( 10 points): A Survey on the lssue Design an experiment involving a minimum of 40 people concerning their position, pro or con, on the issue. To do this, you will need to compare two groups of people (experimental variable) such as college versus noncollege or upper division versus lower division students, and present reasons why you chose this comparison. Before beginning, state your hypothesis predicting a relationship between groups of people (the experimental variable) and whether their positionis pro or con (thedependent or outcomevariable). For example: I t is hypothesized that lower division students are more
likely tolw proon theatated issue than upper divisinnstudents.01, there is no rignifioant difference of the percentage of males who are con on this issue compared to the percentage of females who are con on the same issue. Collect the respondents' reasons for being pro or con on the issue. Specifically, was their pro or con choice based on economic, social, religious, scientific, ethical, political, moral, etc., reasons. Staple together data tables, graphs, summary, conclusion, and exolanation of the results. (Students are eiven a s a m ~ l eouestionnake that could be used in the collection $data.)
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Part F (5points): Summary of the lssue Based on all of your work in the project, indicate what your position is now on the issue and support this position by listing your reasons. Elaborate on each reason by means of a few short statementsor a paragraph. Indicate also on what perspective each of your reasons is based, i.e., scientific, social, economic, political, religious, ethical, etc., considerations. Part G ( 5 points): Recommendations for Further Study on the lssue Consider all of the information acquired in the project on the issue, then recommend at least 10 sub-issues for further study. Each of the sub-issues should be a refinement on the issue that could be studied by a classmate in the future.
Project Benefits Involvement in projecta allows students to view chemistry a n d problems in society a n d i n their lives from broader, interrelated, a n d m o r e personalized perspectives. T h e y m u s t t h i n k extensively a n d critically o n topics a n d practice important writing skills to present their views. Also provided are opportunities t o design a n experiment using "scientific methods" procedures a n d to examine chemistry-related careers through personal interviews.
Literature Cited 1. Seionee and Technology Edwalion for
Tomarrow's World; NSTA:
Waahiogton. DC,
mento, CA.1985; p S-1.
6.
Streitberger,H.E.Sci. Teach. 1971.44(8135.
7. Kyle, W. C. In Reaeoreh Within Reoch: Science Education: Holdzkam, D.;Lutz. Eda.; NSTA: Weshinptan,DC,1986:p 7. 8. Streifhewer,H. E. J. Chom. Edue. 1985.62.7W.
P.,
Annual NEACT Summer Conference The New England Association of Chemistry Teachers is proud to announce its 50th Annual Summer Conference on August 15-20,1988 a t the Hotchkiss School, Lakeville, CT. The topic of the conference is forensic chemistry. Richard Saferstein, Chief Forensic Scientist of the New Jersey State Pollcy is the Theme Speaker. Other speakers include specialists in forensic toxicology and forensic biochemistry. In addition to the outstanding speakers, a series of workshops have been arranged. Meals, dormitory accommodations, and the superb facilities of the Hotchkiss Schwl are available for participants. For information ahout program, facilities, and fees, write to Mr. Raymond Martin, Lincoln-Sudbury, MA 01776.
Volume 65
Number 1
January 1988
61
