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Using Issues to Teach Science
At SEPUP, an issue-oriented
approach is an integral part of every module. Issues
provide thematic continuity to the scientific investigations that are
a part of the module.
Issues that are relevant to students’ lives can be motivating and
enjoyable additions to the science classroom. Most importantly, they
can be used to enhance students’ understanding of the role of
scientific principles and evidence in making informed personal and
societal decisions.
The following suggestions can enhance the use of issues to teach
science content.
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Introduce the issue and some of the options that might resolve
the issue.
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Elicit students’ ideas about the issue and/or the type
of evidence that could inform their decision about the issue.
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Use students’ knowledge, understanding, and opinions to
generate a list of questions about the issue and related science.
Post the list
of questions in the classroom. Record responses and new questions
during the course of the module.
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Whenever possible, connect the issue to current events and
local concerns. Local newspapers, guest speakers, and local
organizations and businesses may provide additional information
about local
aspects
of
the issue.
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Explore the scientific principles and evidence related
to the issue. The relevant science concepts may be more
numerous than those investigated
in a module, which is intended for shorter-term study.
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As students investigate the science related to the issue,
re-visit the issue regularly to discuss newly gathered
evidence and new
questions.
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Provide an opportunity for students to make a decision
or recommendation about the issue.
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Be sure students explain how scientific principles
and evidence helped them to understand the options
and reach a decision about
the issue.
Emphasize that science can often provide important
information and understandings about an issue.
People then use that
information to make decisions based on varying
concerns, viewpoints, and
priorities.
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Guide to the SEPUP Modules
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