Minds on Science Gazette

The Case. At a seminar to examine the future directions of the science curriculum, a high school chemistry teacher, who has been a proponent of environmental chemistry, makes a brief presentation regarding her views on STS and the curriculum. The focus of her presentation follows:

When heroes of mine, such as David Suzuki, point out that there is such a glut of scientific knowledge now available that we cannot expose students to all of it with any realistic expectation of retention, then it does seem to indicate that there must be a change in what we're doing. Many of my colleagues would argue that the content is not really being taught for content's sake alone, but used as a vehicle to develop a number of extremely important tools including process skills and, believe it or not, to actually develop discussion skills the students have, and to make them aware of the impact of science on our society. There seems to be a real concern that students be able to discuss the interface between science and society, and be able to look at societal problems in a scientific manner. While I think this is good and certainly should be a part of courses, to dedicate the entire program to it is, I feel, highly questionable. Where do students get the knowledge base to discuss these at anything other than an emotional or gut level if they don't have some content that they can fall back on? I also think when you get into an area such as the values aspect of science, that you're starting to place teachers, who have been trained in a completely different manner, in a position that's a little suspect.

The Problem: How would you react to this teacher? Is is highly questionable to base the science program on STS? Will students only react on an emotional or gut level without formal instruction in science content? And by the way, who is David Suzuki?

The Case. In your first year biology course, you have decided to integrate STS into the course by having teams of students do a project. The results of the project will be presented to the whole class. Project teams must do three projects throughout the year. The projects must be related to one of the nine biology units that make up your course. One of the teams decides to do an STS project related to the unit on human reproduction. They submit their proposal (as all teams must do). The student project is entitled: Birth control centers on the high school campus. In their proposal, the students write, "it is evident that teenage pregnancy is a problem at our high school. Last month, twelve girls had to leave school because of pregnacy. We plan to investigate this problem, and make recommendations for action to the school administration. One idea that we have in mind is to recommend a birth control information center on our campus. We will, however, investigate many alternatives, and recommend what we find to the most effective in reducing pregnancies among high school students." As with all your projects, the student team has two weeks to do their research, and prepare for their presentation to the class. During the two week research period, the principal of the school finds out this team's research. The principal puts a note in your mailbox, demanding a meeting with you to discuss the students' project.

The Problem. How will you prepare for the conference? What evidence will you present to the principal to defend the work that the students' are doing? What will you say to the principal?

The Case. You are teaching chemistry to college bound students in a suburban community. Since this is your second year of teaching, you've decided to get students involved in some "environmental chemistry" activities. During the first marking period you've decided to have students read high interest articles that you have copied (after securing permission, of course) from popular magazines such as Time, Newsweek, Natural History, and National Geographic. Your plan is to give the students one article every other week, followed by small and large group discussions. The first article you have selected is entitled: "Nuclear Energy: Its Time Has Passed." In order to conserve paper, each small team of four students gets one article which they must share amongst themselves. The day after you distribute the article, you receive a phone call from one of your student's parents. He explains that he quite concerned that students are reading such a highly biased article on nuclear energy. He accuses you of indoctrinating the students with environmental sentimentality, and says that if you continue having students read these "outside" articles, he will complain to the school board.

The Problem. What do you do in this situation? Did you expect to get this kind of reaction for any of your students' parents? What information can you provide the parent that might remove his objection that your teaching is indoctrination? Who would you see before responding to the parent, and what would you say?