8.4 Controversies in the Science Classroom--Real World Problem Solving

A strategy that appears to encourage critical and creative thinking is to involve students in the exploration of science controversies---a kind of academic conflict that arises when one student's opinions and ideas are incompatible with those of another student. Johnson and Johnson have experimented and field tested a series of environmental issues structured for controversies in the science classroom. The recent emphasis on STS (Chapter 6) provides the science teacher with a wide range of topics for a structured controversy strategy. You should also refer to Robert Barkman's book, Coaching Science Stars: Pep Talk and Play Book for Real-World Problem Solving. Some potential topics include:

• Global Warming: Is the Earth really heating up?
• A hungry Earth: Can the Earth feed its human population?
• Crisis in the Ocean: How polluted is the Ocean?
• The garbage problem: What is the best way to manage waste?
• Chemicals on the highways: How can hazardous waste be managed?
• Extinction: How endangered is life on the planet?

The strategy of structured controversies consists of four procedures: selecting a topic, preparation of learning materials, structuring the controversy, and conducting the controversy in the classroom.

Selecting a topic

Teacher and student interest are critical in the selection of a topic. It is important that two positions on the issue can be identified, and that the students are able to deal with the content of the topic. The teacher can either present the class with the topic or have the students choose from a list of topics.

Preparing Teaching Materials

According to the developers of this strategy, the following materials are needed for each position on the issue:

• a description of the group's task
• a description of the phases of the process (see conducting the controversy below)
• a definition of the position to be advocated
• resource materials including a bibliography, pamphlets, magazines, newspaper article

Structuring the Controversy

The controversy should be investigated in a cooperative learning context. Students should be grouped into teams of four heterogeneously; pairs of students will work together on one side of the issue. (Refer to section on cooperative learning models in Chapter 7).

Conducting the Controversy in the Classroom

To manage the process in the classroom, students should be lead through a series of phases as follows:

• Learning position: Each partner team should become thoroughly familiar with their position on the issue by reading the materials, and preparing a persuasive presentation. Additional reading may be required in order to master the position.

• Presenting positions: Each partner team presents their position to the other team in their group. It is important to listen carefully as well as ask questions in order to clarify points on the issue.

• Discussing the issue: During this phase each team should argue their position forcefully by presenting facts to support points on the issue. Students should be encouraged to ask their opposing teammates to support their arguments with information and facts.

• Reversing positions: In this phase each pair presents the opposing pair's position in as a sincere and forceful manner as possible.

• Reaching a decision: In this final phase each team must prepare a report on the issue that summarizes and synthesizes the best arguments for both points of view. However, as a team, they must reach consensus on a position that is supported by the evidence. Each team should prepare a single report, and be prepared to engage in a large group discussion.

Throughout the process, students should be held accountable by acknowledging a set of discussion rules:

1. I am critical of ideas, not people.

2. I focus on making the best decision possible, not on "winning."

3. I encourage everyone to participate and master all the relevant information.

4. I listen to everyone's ideas, even if I do not agree.

5. I restate (paraphrase) what someone has said if it is not clear.

6. I first bring out all the ideas and facts supporting both sides and then try to put them together in a way that makes sense.

7. I try to understand both sides of the issue.

8. I change my mind when the evidence clearly indicates that I should do so.

Throughout the process, critical thinking emerges as students analyze points of view, and search for evidence to support their arguments. Facts and information are analyzed in terms of a position or argument. Creative thinking manifests itself in a number of ways. Students have to reverse positions on the issue requiring them to move from one side of the issue to the other. This encourage flexibility in thinking, an important component of creative thinking.