All of these factors are important considerations for scientifically literate citizens.


Asking reflective questions, as in the previous example, is only one way of using SRS to spur discussion in classrooms. Another example is to provide a prompt (for example, “The major flaw in the Kettlewell study was…”) for students to discuss in groups of two or three. The class was challenged to come up with a “Top Ten” list of flaws in Kettlewell’s study by submitting one idea per group. Their “Top Ten” list ended up being a “Top Seven” list due to repeated ideas [Slide 2]. Using the class-generated list,


Choices ‘B’ and ‘C’ are both correct under Certain circumstances!


Once again, these discussions are at the heart of being a scientifi- cally literate citizen while reinforcing content.


Just the Beginning Student-Generated List!


students were polled and a large-group discussion took place. Students’ arguments surrounded ideas such as:


• What factors did Kettlewell control? What factors were beyond his control?


• How important is funding to field studies? With more funding could he have collected more data?


• Is it ethical to omit data that does not support your premise? In what cases, if any, is it appropriate to do so?


Rich discussion, in this case, occurred twice; once when generat- ing the list and a second time when discussing the poll results. Again, these ideas are all at the crux of engaging with the nature of science and developing scientific literacy.


Another example of promoting class discussion and exploring the nature of science was to ask content questions that had more than one correct answer displayed [Slide 3]. In this way, students could engage in dialogue that teases out the specific circum-


stances in which each correct case is true. For example: • In what circumstances is choice ‘b’ (or alternatively ‘c’) correct?


• Are there any circumstances in which more than one choice is correct at the same time?


• What does this say about the limitations of scientific knowledge?


• When is it important for citizens to understand these limitations? When is it not important?


MACULJOURNAL |


Initially, I was inspired by the promise of using SRS to engage my students and enhance their science content knowledge. The more I thought about it, the more I saw this as an opportunity to promote scientific literacy by using SRS to explore the nature of science and an ulterior motive emerged. The anonymous nature of the clickers fostered honest responses from students without the fear of ridicule. Students ultimately relished engaging in these (initially) uncomfortable techniques and resulting discus- sions. The full-fledged debates demonstrated they were actively engaged. All of the methods described above to increase student discussion also reinforced science content and skills associated with scientific literacy.


While last year’s journey has come to its conclusion, I can’t help but feel as though it is just the beginning…


References


American Association for the Advancement of Science. (1993). Benchmarks for Science Literacy. New York: Oxford University Press. Center for Research on Learning and Teaching: University of Michigan. from www.crlt.umich.edu/inst/clickeractivities.php


Clyde Freeman, H. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching, 36(2), 43.


Collins, L. J. (2007). Livening Up the Classroom: Using Audience Response Systems to Promote Active Learning. Medical Reference Services Quarterly, 26(1), 81-88.


Engaging Technologies: educating a new generation. from www.engaging- technologies.com/clicker-activities.html


Kenwright, K. (2009). Clickers in the Classroom. TechTrends, 53(1), 74. Michigan Department of Education. (2006). High School Science Content Expectations.


Ribbens, E. (2007). Why I Like Clicker Personal Response Systems. Journal of College Science Teaching, 37(2), 60.


Ami Friedman teaches and science at Walled Lake Western High School in Walled Lake, MI; email: amifriedman@wlcsd.org. She also serves on the executive board of the International History, Philosophy, and Science Teaching Group (IHPST.net). In her spare time, she travels and enjoys photography.


FALL 2012


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