Type:

Other

Description:

Whether Intelligent Design should be taught in a science classroom is a serious problem. This case study tackles the issue head-on by using intimate debate, a pedagogical structure in which small student groups are subdivided into opposing student pairs that take turns arguing each side of the issue. There is no audience for these concurrent mini-debates, and the session concludes with groups reaching consensus. This case study would be appropriate in general biology or advanced courses where the focus is on evolution.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12

Keywords:

Informal Education,Science (General),Higher Education,NSDL,Undergraduate (Upper Division),Undergraduate (Lower Division),oai:nsdl.org:2200/20110630164456664T,General Public,Teacher Education,NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-046,Science Education,Vocational/Professional Development Education,Life Science,Evolutionary Biology,Education,Biology (General)

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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