Climate Change: Action/Reaction

Hello, Everyone.

In this first week, please, mentees only respond to the dilemma prompts.

Thank you.

Jan, the School District Science Consultant, is organizing a community panel discussion on climate change and wants to include scientists who are collecting and analyzing climate data. She would also like to include economists who are concerned about the effects of tighter regulations on the global economy and, in particular, the financial impact on developing nations. Some members of the organizing committee, however, argue that the “science has been done” and now is the time to “fix” the problem, regardless of economic implications. Jan recognizes that there are many issues regarding global warming, and that an informed public is consistent with the National Science Standards. 

Dilemma response: How would you suggest Jan handle the situation and bring about group consensus while maintaining scientific integrity? At the end of your response, please include your name, whether you're a mentee or mentor, grade level, town and state.

Walter,

Are you saying that large scientific issues that interface with society are not part of what is being taught in the classroom?  I wonder if students actually feel that Global Climate Change is not relevant to what they do on a daily basis?  Would you see the debate/discussion as something that is more likely to occur in the classroom among students?

Cheers,

Wow! Talk about parallel universes!

Last week I announced plans to have a public presentation on MRSA. The idea came about from ongoing discussions between myself, a local hospital, and our students.

As the event began to pick up speed, some unexpected "flak" began to hit. Parents who had read out flyers began to call the school in a panic about the "problem" at the school. One said she wouldn't even send her child back. The only problem was, we have no cases of known MRSA. We were just putting on a public information presentation.

Then the local newspaper got wind of the story and yesterday we made front page. They seemed to have straightened it out, but we will see.

My advice? Know in advance that a controversial topic will engender a whole spectrum of public responses, due in part to the fact that we operate in open institutions that are subject to influence by the areas we serve.

Know in advance that you may experience everything from apathy to what I call "willful ignorance." (Folks who will misread the situation to advance their own agendas or comfort their own perceptions of the world rather than take the time to really understand what the heck is going on.)

Sally forth, withstand the slings and arrows and facilitate learning, or retire from the field of battle.

Are there any other choices?

Dave and Billy Jean.  You both seem to imply that particular entities have agendas that must be revealed.  Do we reveal them to students?  How does one do that without inserting bias?  Billy Jean suggests inviting a scientist who is close to the data.  This person can show that opinions about science change as a result of new information.  This seems like one way to help students to sort out the "wheat from the chaff"   

Dave shows how issues in science are spilling over into other domains of knowledge more and more with his experiences with trying to educate students and community about MRSA.  It seems like these difficult conversation are impossible to avoid. ..

What are other ways that we might help Jan to contend with the reality you both astutely point out?  Do we help students to reach their own conclusions?  Are these conclusions different from "agendas"

Cheers,

A great way to present this to students would be in the form of a debate. Put students on the opposing sides of the issue, have them do the research and present their research in a debate. After all this is what we do in society and the right answer depends on which side you are on.

I personally feel that students need to learn that different people have different opinons and they all need to be respected-but one can not formulate an opinion without all the facts.  This is a process we should instill in our students if we want them to become life-long learners. Another point is that most of our students will not become scientists-but will have to learn more about our changing world. To best understanding things, the average person needs to know how to listen and process all sides of all issues-this is the difference between an educated public and an uneducated public!

Donna

The issue of climate change is a wonderful one for a "nature of science" discussion - as other contributors to this thread have pointed out, scientific conclusions are never 100%, especially when they deal with as many variables, and as long a time period, as climate change.  However, even more interesting than the science of this issue (if that's possible!) is the social politics of it.  This seems like the perfect multidisciplinary topic to pull in political science classes, economics classes, history classes, and, as Donna suggests, the debate club.  The more teachers and students that get involved, the more diverse the contributions become, and the more difficult it will be for just one "agenda" to drown out the other voices. 

Hello everyone!

Without even mentioning that the topic for the day is global warming, I would mention to the students that we are going to analyze data ( I would like to get original scientific articles, use the data tables and graphs) and have them come to their own conclusion.  Perhaps, they could read the background on the article, look at the data, then create their own conclusion.  In this case, they are the scientists writing the paper, except the data was already generated.  Perhaps mixing and matching data could support or reject their arguement. 

I think Donna was right on.  For example I have used the issue of nuclear power plants in a class debate after each group was required to investigare a pro or con stand (they drew folded papers with a stand on it.)

I would explain to any doubters of the plans I had that we all as concerned citizens owe it to ourselves to learn as much as we can about all sides of issues before making decisions and that this panel discussion would afford those in attendance that opportunity.  I would compare it to the upcoming elections where voters need to learn all they can about each cadidate.

jack O'Reilly

Mentor/Facilitator

Physical Science Retired

I read the original scenario as an activity and not a reality. Therefore in the classroom students could be assigned "identify" tasks. Their role as specific scientists or members of the panel could be to write a proposal to the panel, or present  an 'arguement' or other perspective.

A long time ago I was given a packet "The Redwood Controversy." In that activity the class became a senate hearing committee and each student or pair of students had a role. They had to do some research, engage in dialogue, and finally report out with reflection. It was real-life for them and the reflections were throughtful - students recognized the need for science literacy when making policy decisions.

Kendall

If you don't belong to the NSTA earth science discussion group, you might consider doing so. Global warming became a hot issue again last week and the group had to be reminded of the rules as name-calling became an issue. As solid as some people believe the evidence is supporting the topic, others feel strongly the other way. Even us "adults"! So maybe this is the opportunity to discuss what happens in the scientific world when we don't always agree. I seem to remember conflicts in anthropology to the extent that someone planted bones and never admitted the deed until near death.

What do we do?

Lots of evidence about far reaching thinkers where the political environment kept them from being heard as well.

We've really become a polarized society, there's not a lot of compromise. How about even when the evidence is there, do we still supress it for the sake of bettering humankind or satisfying a religious ideal? (for some, stem cell research may fit this catagory)

Kerry,

Great contribution.  Are you suggesting that zealotry exists now and has existed in the past with respect to controversial scientific issues.  Are there examples in more distant history where arguments about science have had such fervor? 

Cheers,

I like the ideas of bringing a panel in to discuss both sides with people operating from each side so we could hear their perspectives and listen t o the dialogue that ensues.  Dialogue is key.

Therese Tibbits