Equal Time for Intelligent Design?: An Intimate Debate Case
Read the Fine Print
- Author:
- Clyde Freeman Herreid
- Subject:
- Science and Technology, Social Sciences
- Institution Name:
- National Center for Case Study Teaching in Science
- Collection:
- Case Study Teaching in Science
- Grade Level:
- Post-secondary
- Grade Sub-Level:
- Community College - Lower Division, College - Upper Division
- Abstract:
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.
- Languages:
- English
- Material Type:
- Activities and Labs, Lesson Plans
- Media Format:
- Text/HTML, Downloadable docs
- Conditions of Use:
- Read the fine print
- Copyright Holder:
- National Center for Case Study Teaching in Science, University at Buffalo
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