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Cased Based Learning Using Trade Books
Stacey Kiser and Joel Hagen
Warning: Professional driver on a closed course.
Do not attempt.
“Despite growing evidence that trade
books can impact the science classroom in
a wide variety of positive aspects, many
researchers argue that science trade books
only have a place in inquiry-based
classrooms.”
Crowson, A. and Hopper, P. "The Use of Trade Books in Science Classrooms." NATIONAL
FORUM OF TEACHER EDUCATION JOURNAL. 19. (2009): 1-5. Print.
Our natural, unexamined model for teaching
is Telling (I capitalize the word to suggest an
archetypal activity). The fundamental act of
teaching is to carefully and clearly tell students
something they did not previously know.
Knowledge is transmitted, we imagine, through
this act of telling.
Donald Finkel, Teaching With Your Mouth Closed, Boynton/Cook, 2000.
See also:
Walter Bateman, Open to Question : The Art of Teaching and Learning, Jossey-Bass 1990.
http://www.comedsoc.org/Vaccination_Debit.htm?m=66&s=481
What do I know
What do I need to know
http://www.comedsoc.org/Vaccination_Debit.htm?m=66&s=481
The Case: First half hour of the first day of class
Clover
British Journal of Cancer 106, 1526-1534 (24 April 2012)
Statistics that we know
• Cervical cancer is the first most frequent cancer in Peru.
Out of 9.51 million women ages 15+, 4446 a year a
diagnosed, and 2098 die of the cervical cancer.
• The burden of HPV infection in the population: 68.3% of
invasive cervical cancers are attributed to HPVs 16 or 18.
Prevalence of HPV 16/18 in women with normal cytology
is 3.8%.
• Source: Human Papillomavirus and Related Cancers,
Summary Report Update, September 15, 2010, Peru
Let us compute the probability to develop
cervical cancer for a person with HPV 16/18
68.3% women with cervical cancer have HPV 16/18. 3.8%
women with no cancer have HPV 16/18. So, out of 1000
women with the cancer, and 1000 women with no cancer
Cancer
Virus
+
-
+
683
38
-
317
962
Calculate the of getting cancer if one has the virus:
The Case of Henrietta Lacks
Some Bioethical Issues
• Limits and constraints on human
experimentation
• Informed consent
• Truthfulness toward patients and relatives
• Access to health care
• Social responsibilities of physicians and
biomedical researchers
• Who profits from biomedical research?
Toulmin’s Scheme for Argumentation in Science
Jonathan Osborne, Arguing to Learn in Science: The Role of Collaborative, Critical
Discourse, Science 328 (2010): 463 – 466.
Arguing to Learn Bioethics (No Opinions, Please!)
Theory (Warrant) Criterion for Ethical Decision-Making
Deontology
Consequences (maximize pleasure, minimize pain
for all involved)
Intentions (individual duties)
Justice
Rights
Egoism
Self-Interest
Utilitarianism
Anthony Weston, A Practical Companion to Ethics, Oxford University Press, 2010.