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Abstract In this article, we present a strategy to help students unpack complex, socioscientific issues. We outline a 90-minute learning experience during which students are asked to explore the complicated cause-and-effect relationships that shaped the course of the COVID-19 pandemic. This approach challenges students to represent the ways scientific content such as viral transmission can shape social issues such as economic hardship and mental health.
ABSTRACT Although much is known about how students evaluate scientific information about contentious issues in classroom or laboratory contexts, less is known about how students do so in their daily life. This study hopes to address that gap, using survey data to study how high school students from the Midwest United States obtained and evaluated information about the COVID-19 pandemic as it first emerged.
ABSTRACT Questions have long been used as a teaching tool by teachers and preceptors to assess students’ knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking.
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