Towards teaching science for social responsibility: An examination of flaws in science, technology and society

Cross, Roger T.; Price, R. F.

doi:10.1007/bf02360456

Cited by 7 publications

(15 citation statements)

References 9 publications

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“…Being 'scientifically literate' they should be prepared to demonstrate their concerns about science in society by active participation in the issues confronting society (Cross and Price 1988). Many of these ideas have been echoed by others down the years (AAAS 1989, Jenkins 1990, Cross and Price 1992. Paul DeHart Hurd (1992: 36) succinctly sums up many of these views:…”

Section: A Socially Responsible Perspective For a Democratic Physics mentioning

confidence: 94%

“…The distinctions between values, attitudes and beliefs were debated in order to introduce discussion of Bruner's (1986) Actual Minds, Possible Worlds. The major purpose of this session was to demonstrate the values embedded in expert opinion even when that opinion is given by scientists (Cross and Price 1992). There are usually a variety of stakeholders who hold different value positions and this is true of expert opinion.…”

Section: Physics Educationmentioning

confidence: 99%

“…The Bangalore conference materials were examined (Lewis 1987) and the spectrum of interpretations of the STS movement represented was discussed (Cross and Price 1991) and interpreted in terms of ideology. Ziman's (1980) claim that STS was not suitable for those students who wished to study science (physics, etc.)…”

Section: Physics Educationmentioning

confidence: 99%

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Physics teaching, professional development and a socially critical ideology

Cross

Ormiston‐Smith

1996

Journal of Curriculum Studies

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Section: A Socially Responsible Perspective For a Democratic Physics mentioning

confidence: 94%

Section: Physics Educationmentioning

confidence: 99%

See 1 more Smart Citation

Physics teaching, professional development and a socially critical ideology

Cross

Ormiston‐Smith

1996

Journal of Curriculum Studies

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“…It is the problematic nature of science that is one of the features of a socially responsible science education (Cross & Price, 1990). It is the conception of scientific literacy that is at the heart of proposed changes.…”

Section: Introductionmentioning

confidence: 99%

The Risk of Risks: a challenge and a dilemma for science and technological education

Cross

1993

Research in Science & Technological Education

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“…The explicit separation of various types of evidence and interpretation gives professors an opportunity to discuss the role assumptions play in forming interpretations. Helping undergraduates master this distinction will help them evaluate scientific claims, comprehend scientific controversies, and construct better scientific arguments (Cross and Price 1991;Driver et al 2000;Osborne 2010). The final column (Table 1) lists the scientific conclusion reached, in this case the mode of life ascribed to trilobites with a given morphology.…”

Section: Trilobite Morphology and Specimen Photographsmentioning

confidence: 99%

Beyond memorization: an intermediate-level paleontology activity that integrates anatomy, ecology, and macroevolutionary theory using trilobites

Casey

Lieberman

2014

Evo Edu Outreach

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Here we present a stand-alone, upper level undergraduate laboratory exercise that integrates organismal ecology and evolutionary concepts and minimizes the need for student memorization. This laboratory seeks to integrate both anatomical and conceptual content into paleontology lab pedagogy by demonstrating how taxon-specific anatomical information are the fundamental data by which scientists evaluate big picture questions related to the study of macroevolution and ecology. Real specimen photos are provided to familiarize students with a relatively limited suite of anatomical terms and taxonomic detail while allowing schools lacking large paleontology collections to participate in specimen-based inquiry. A matching exercise requires students to assign various trilobite morphologies to their interpreted ecological niches, thus reinforcing the students' new anatomical knowledge and helping students to distinguish between primary and secondary interpretation of scientific evidence. The use of trilobites as a macroevolutionary case study introduces students to questions still being actively investigated by scientists and provides an effective refutation of creationist arguments. By deemphasizing systematics and highlighting intriguing patterns from the recent published literature, this laboratory hopes to promote paleontology as a vibrant and relevant field, and avoid the misconception that paleontologists are simply stamp collectors, intent on naming and categorizing fossils. We hope that the broad implementation of this laboratory exercise will generate the data necessary to evaluate the validity of this approach and its ease of use in the classroom.Keywords: Macroevolution; Trilobita; Volatility; Ecological niches; Mass extinction Learning goals and pedagogyWe have developed a trilobite laboratory for college students; here we describe aspects and elaborate on the background and pedagogical philosophy behind the formulation of this lab. The complete version of the lab itself and the key are available as a pdf downloadz at the end of this article (Additional files 1 and 2). However, since the pedagogical and background elements pertaining to the development of the lab are not provided therein, we felt it important to present this information in the context of a broader discussion about the best way to teach paleontology and evolution to undergraduates. The trilobite lab we developed is intended for an upper level undergraduate paleontology course enrolling mainly sophomores and juniors who have already taken historical geology or its equivalent but may also be appropriate for introductory college biology or advanced high school biology courses provided that concepts such as geologic time, phylogeny, and trace fossils are familiar to students. It aims to comprise an exercise for one week in what would be a multi-week lab, though it can also serve as a standalone exercise as well. This lab will be particularly helpful to those institutions that lack a large teaching collection by providing color photographs ...

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Towards teaching science for social responsibility: An examination of flaws in science, technology and society

Cited by 7 publications

References 9 publications

Physics teaching, professional development and a socially critical ideology

Physics teaching, professional development and a socially critical ideology

The Risk of Risks: a challenge and a dilemma for science and technological education

Beyond memorization: an intermediate-level paleontology activity that integrates anatomy, ecology, and macroevolutionary theory using trilobites

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