Minds on Science Gazette

Gerry Pelletier. It is not my style to hide from STS issues, so these issues are part of my curriculum. This year we dealt with the problem of nuclear energy. In order to make the students more aware of this issue we read Hiroshima by John Hershey and discussed the ramifications of the release of radioactive particles within the Earth's atmosphere. We analyze the effects of that event with nuclear accidents such as Three Mile Island and Chernobyl. I handled the issue of evolution in the same manner. We read the play Inherit the Wind and discussed the controversy which is still brewing today between creationists and evolutionists. I find that by reading and sharing in the same literary experience student find it easier to discuss and understand various STS issues.

Mary Wilde. The STS issues I deal with in the classroom are the origin of our universe and the geological time span of the Earth. When I introduce the Big Bang Theory, I spend a lot of time discussing the definition of a theory, and we identify theories developed in the past that have been proven false. We discuss how portions of theories can be correct or inconclusive, and how one theory can lead to the development of another theory. If questions continue to rise concerning creationism versus evolution, I explain that scientific theories are based on scientific evidence, while the creation theory is based on the Bible which was not meant to be a scientific document.

Dale Rosene There are a number of guidelines that I follow when dealing with STS issues. These include the following: (1) Be open---allow all students to voice their opinions and views. Encourage them to examine the basis for these views. (2) Try to provide balance when appropriate. (3) Invite experts into the classroom to provide their point of view. (4) Use writing exercises, because these cause the students to more carefully examine their beliefs. (5) Role playing activities provide an excellent forum for STS issues. (6) Don't try to infuse your views on the class---unless appropriate. (7) Involve community groups when integrating new curricula such as sex education.

John Ricciardi. My curriculum content is full of controversy and speculation. The entire knowledge base of "quantum" and "astro" phenomena are built on human subjectivity. To object, dispute and oppose, is also to be thinking scientifically. There are many "pictures," perceptions and schools of thought concerning "what is." Science's controversy is science's excitement, strength and vitality.

In my classes, popular STS issues, such as creationism vs evolution, high tech mechanical/biological creationism vs environmental preservation are presented. However, within the context of the entire curriculum, their significance becomes de-accentuated. It seems that the issues are realized for what they are---only small pieces to the whole of nature's puzzle---only a "fuzziness" of parts to a grander, unseen clearness of "what is."

Ginny Almeder. An important goal of education is to develop the students' ability to deal with societal issues. Many of these issues result from theoretical research and scientific technology, and are controversial by their very nature. STS issues such as creation science, AIDS, in vitro fertilization, genetic testing, and environmental hazards should not be ignored. Students need opportunities to develop critical thinking skills and well-informed opinions.

In our biology classes, we deal with such topics as creation science and evolution, the ethical and legal implications of genetic counseling, animals in research, the use of steroids, and environmental issues such as the "greenhouse effect" and ozone depletion. The students are encouraged to discuss their political and ethical positions regarding the various topics. With this approach, we are able to have non-threatening discussions which promote both an increased understanding of the issues and a greater acceptance of other viewpoints.

For example, a discussion of creation science and evolution provides a fertile setting for distinguishing between a scientific theory and a religious belief. If students are able to understand the difference, they are more likely to appreciate that science and religion are not mutually exclusive. In addition, such a discussion can be used to develop arguments and counterarguments for various issues and thus improve critical thinking skills as well as an appreciation for the differences of opinion that characterize our pluralistic society.