In the Trenches - July 2015
Volume 5, Number 3
In This Issue
- Letter from the Guest Editor - Don Haas, Paleontological Research Institution
- Using News Reports as a Source for Controversy-Based Pedagogy - Eric Pyle, James Madison University
- Policy Conference on Fracking: A Fun and Engaging Teaching Tool - Darrick Evensen, Oberlin College
- Multidisciplinary Approaches to Energy in the Classroom - Jeffrey B. Jacquet and Timothy J. Nichols, South Dakota State University
- Basic Fracking Math - Don Haas, Paleontological Research Institution; John Taber, IRIS
Letter from the Guest Editor
Don Haas, Paleontological Research Institution
Using News Reports as a Source for Controversy-Based Pedagogy
Eric Pyle, James Madison University
Policy Conference on Fracking: A Fun and Engaging Teaching Tool
Darrick Evensen, Oberlin College
- Assignment 5 – Policy Conference (MS Word)
- Your Presence is Requested – Conference Invitation (MS Word)
- Fracking and Policy Process – Syllabus (MS Word)
Multidisciplinary Approaches to Energy in the Classroom
Jeffrey B. Jacquet and Timothy J. Nichols, South Dakota State University
Basic Fracking Math
Don Haas, Paleontological Research Institution; John Taber, IRIS
The results of this Cutting Edge workshop include collections of teaching activities, course descriptions, visualizations, and other pedagogic resources such as Teaching Energy with Quantitative Skills.
This website from CLEAN explores the energy literacy principles found in the Energy Literacy Framework, and provides scaffolding for teaching the energy science.
In order to teach controversial topics effectively, we must be especially aware of the role of the affective domain and the potential for affective roadblocks. If a contentious topic doesn't sit well emotionally, then students may be unable to learn the science.
Education research on using socioscientific issues to teach science has shown that it increases student interest and motivation, improves the development of their higher order thinking skills, and increases their understanding of the nature of science. This pedagogic module from Pedagogy in Action provides the What, Why, and How of doing that.
Students learn to apply decision-making and problem-solving skills when discussing topics of importance to them. Unlike debates, which typically force a decision between two ideas that may or may not be mutually exclusive, Structured Academic Controversies encourage students to think about the complexities and ambiguities that often characterize controversial issues.
News and AdvertisementsView All Website News Releases
- Undergraduate Field and Laboratory Coordinator - Nanyang Technological University
- Undergraduate Program Director (Lecturer/Senior Lecturer) - Nanyang Technological University (NTU)
back to top