Controversy map teacher page

Controversy Map Teacher Resource

If preferred the student worksheet word document can be download to the right. Click onto the student activity document link to download.

Activity 1 Student Worksheet

Activity 1 Teacher Resource

To the left is the teacher resource, containing general background information and suggested solutions

Introduction

A controversy map looks at different issues that surround a central idea. It looks at these central themes, considering the multiple dimensions, sides and arguments surrounding it. Controversies are social discussions that exist currently in the public revolving around topics in society, like vaccines. These controversies stem from ‘socially acute questions’ (SAQs), like should all children be vaccinated?, and how should the control trials on vaccines be run?

The controversy map can mainly be used in the class, to show that there are debates regarding many issues in the general public, who the main stakeholders involved in these controversies are and to help students consider aspects of these situations; the positives and negatives of these aspects.

Students will gain an understanding that scientific issues are not black and white, that there are complexities in the use of scientific knowledge with these issues, and ethics surrounding these issues. For example, one aspect surrounding the controversy of vaccines, as seen in the vaccine controversy map below is the idea of not allowing unvaccinated children into kindergartens. This one question in society involves parents, their children, doctors, scientists, teachers and anti-vaccination people who may have different views and beliefs on this issue.

The aim of including these discussions in the curriculum, with controversy maps being just one approach, is to help students:

Understand how scientific knowledge and research is important in today’s society.
Understand that scientific knowledge brought into today’s issues isn’t the only knowledge that is relevant and that is not cut and dry.
Gain skills in considering the ethical and social aspects revolving around science, and determine personal and social positions surrounding such issues.

Controversies and other social discussions can be put on these maps, as long as there is a public discussion happening with people in support, and people against the issue. Students should have access, through digital media, to public statements, news items, advocacy alerts and pamphlets that can inform them of the different sides around this issue.

Nanotech socio-science activities.

A controversy map will be created to consider the effects of nanotechnology. The controversy map should have notes made about the different aspects, facets of controversies/social issues around nanotechnology. Students should identify who is participating in discussions over these issues and controversies. The idea behind this is that it will enable them to research and discuss different advantages and problems before potential debates and will help them in considering the impact of technological change and how they might contribute to future discussions and action. (technology curriculum, http://victoriancurriculum.vcaa.vic.edu.au/technologies/introduction/about-the-technologies )

Victorian Curriculum

Science as a human endeavour:

Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089)
Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (VCSSU090)

Science inquiry skills:

Use scientific knowledge and findings from investigations to identify relationships, evaluate claims and draw conclusions (VCSIS111)
Communicate ideas, findings and solutions to problems including identifying impacts and limitations of conclusions and using appropriate scientific language and representations (VCSIS113)

Learning objectives:

Students will be able to:

Construct a controversy map that unpacks the complexity of issues and focuses on the positions of many stakeholders.
Understand details of scientific principles underpinning nanoscience.
Begin to have an understanding of contemporary scientific knowledge and practice, and other knowledges in determining the development, and use of nanoscience.
Develop an understanding about the nature of controversies, or issues that are being discussed and raised in the public, related to nanoscience.
Work effectively in a team.
Organise and present information efficiently and clearly.

Teaching tips:

Present activity to students and create, in class, a small example of a controversy map as well.

Allow the students to use devices to conduct research for this activity. Connection to the internet is vital in this activity.

Ask the students to think about the morality/ethics, along with the main people affected by this issue and discuss these in a class discussion before constructing the controversy map. As a possible example that relates to nanotechnology, one could ask the students how they would feel if they lost to an opponent who was using nanotechnology to enhance their equipment in their favourite sport. This is up to you, and may even be brought out in class naturally. In this case questions underlying the controversy map might be:

Should nanoscientists work on performance enhancement technologies? Or
Should sports associations move to ban, and screen athletes for nanoscience enhancements?

Ask for their personal opinions on issues around nanoscience, this should be done before enquiring about the morality/ethics of these things. This can also be done before or after the activity. For example if someone brings up the sunscreen problem, ask about their personal opinion of the issue.

For unreasonable or ‘weird’ examples that students bring up, ask students to defend their claim.

Questions to help students:

1. What is nanoscience?

2. What can it be used for?

3. What are possible benefits from nanoscience?

4. What are common problems?

Example answers to questions:

Nanoscience is mainly the study of objects or phenomena on the nanoscale. This includes nanotechnology.
Nanoscience has a wide range of uses. It can be used to help improve our sport equipment, make our computers stronger and help us create better medicine. It can even be used for military purposes and understanding our genetics better.
Nanoscience, enables us to potentially create improved equipment for athletes and create better medicines.
Common problems that have received more attention because of nanotechnology include, the fairness of allowing athletes to use nanotech in the field, problems concerning privacy and the use of nanotechnology in sunscreens.

Above is an example of a controversy map created involving vaccines. Created by Nick Breeuwsma

How to make a controversy map

1. Have a central idea (e.g. a particular aspect of nanoscience) in the centre of a horizontal piece of paper. In the example above it is Vaccines, with a question raised being should unvaccinated children be allowed in kindergarten. The central idea of nanoscience is broad so students will need to find and choose aspects of nanoscience that invite controversy. Students will be able to focus on an aspect of nanoscience that interests them.

2. Think of controversies, issues or ideas that come from that idea. For example, nanoscience is used to make sunscreen and its nanoparticles effect on coral reefs; military uses for Nano weapons; nanoparticles used in making sporting equipment, modifying people’s cells, and others. Take into account the people talking about these issues, and who would be affected the most by these controversies/social issues.

In the example above, some issues that surrounded vaccines are if we should let unvaccinated children in public kindergartens; and how the control trials are run for vaccines. The main stakeholders involved in this issue would be doctors, parents, anti-vaccination supporters, teachers, and one of the central groups affected will be the children.

3. There is no one set way to creating a controversy map. These main elements should be included in the map however:

Particular aspects of the issue (children with particular conditions, parents rights, who controls the testing ..)
The pros and cons of arguments and principles, regarding different aspects (parental rights vs. the potential risks to children who can’t get vaccinations due to medical reason)
The different stakeholders (doctors, drug companies, children … ) and how they relate to these aspects and arguments.

Below is one way that can be used to construct a controversy map. It was used for the vaccination map above.

4. From each of these ideas, draw one line that branches away from the central circle, at the end of it draw a circle, and write these ideas there. Make sure these lines and circles are spread out from each other. It may be good to note down the connection between the two circles in your controversy map example. (don’t put too many down, to avoid overloading the paper)

5. Draw two lines from each of these ideas and draw another small oval at the end of these lines. Write‘for’in one of them, and ‘against’in the other. You should have a ‘for’and ‘against’for each controversy drawn from the central topic.

6a. If you know how to do a mind map, the remainder of this map is basically that. A mind map that draws out from the ‘for’and ‘against’sections in the previous step. If you don’t know how to do a mind map, please refer to step 6b.

6b. Draw a line and another oval from one of the ‘for’circles. Write an argument for the controversy in that oval. Limit words in each oval to avoid having too much on your piece of paper.

7. Draw a line and another oval from one of the ‘against’circles. Write an argument for the controversy in that oval. Limit words in each oval to avoid having too much on your piece of paper.

8. Repeat steps 6 and 7 depending on if you have a for argument or an against argument.

9. Congratulations you have constructed a controversy map.

Note: Presumption is they don’t know how to draw a mind map, if they do know how to create one, one after step 4 mention it’s basically the same as a mind map, with those points made.

Specific things with this controversy map:

Central topic is a specific aspect of nanoscience. Controversies surrounding that issue should consider different stakeholders, positions of those stakeholders, and have publicly available material representing different views.
Have at least 2 controversies or issues surrounding nanotechnology mentioned and examined in this controversy map. These could be involving the nanoparticles in sunscreen, how it could modify sports equipment, security concerns and other aspects of nanotechnology.
Made a connection surrounding who is discussing these issues, what side a majority of them would be on, and who would be affected by these controversies/social issues.

How to use example map with students:

Through discussion, draw attention to how there are both positive and negative aspects for these issues and no simple right or wrong answer. This can be done by looking at the different positions that can be taken and how scientific knowledge is used around them.
Point out how the basic layout of the controversy map is done, with each line linking the two points, in the map.
Point out how it organises the information into different sections, making it easier to communicate points and understand what they relate to.

Students should work in teams of 3 on this map. Encourage the students in the groups to communicate with one another, and to dictate roles in the group to create their map. Ask them to show this process on another piece of paper. One person can focus on a particular controversy or issue, another student can focus on a different one and so on.

During the mapping:

Having groups has been seen to have a positive effect on students understanding and ability to create these controversy maps. This is seen as they will have to communicate with each other to discuss their own position on the issue, and an understanding of why they have that position. If students have different views they may have to work towards a consensus. This process will help students develop and refine their arguments and see that different justified positions and possibilities.
Students should be encouraged to practise skills of listening and responding respectfully.

Examples of where students could start to look for possible ideas.

Sports:

https://www.nanowerk.com/spotlight/spotid=30661.php This website talks about the problems of nanotechnology in sports equipment but mentions benefits that can occur from it as well. The student can use this website to learn about the controversy surrounding nanotech in sports and look for good and bad things based in it.

Weapons/ surveillance:

https://www.defenseone.com/technology/2014/12/military-wants-smarter-insect-spy-drones/101970/ Nanotech be able to be used to help this robotic fly drone get smaller? Students will learn a bit more about how nanotechnology can be used to enhance certain features for the army to utilise like surveillance.

https://www.medicaldaily.com/new-botulinum-toxin-deemed-deadliest-substance-ever-sniffing-13-billionths-gram-can-kill-259889 Poison that could be used with the fly drone above. This link puts the previous one in perspective, if students can creatively link them.

Hummingbird surveillance drone:

https://www.youtube.com/watch?v=SgxtIPIDBnY

Example of how nanotechnology is already used to develop realistic kinds of drones.

Nanomedicine:

https://www.nanowerk.com/spotlight/spotid=1891.php This link provides information about how nanomedicine may help humanity but problems that can potentially come with it.

Sunscreen:

https://www.theguardian.com/environment/2015/oct/21/sunscreen-contributing-to-decline-of-coral-reefs-study-shows This link shows students negative aspects of a something they are familiar with, and will help them be aware of this controversy.

Criteria out of 100:

Organisation and presentation of the map (20 points): Is the map organised appropriately, so that you can understand and read the map without difficulty.
Presence of a reference list: (10 points).
Structure of controversy map (10 points): Did students correctly structure map. Are there for and against bubbles. Can everything be linked back to the original concept?
Number of controversies/issues discussed and detail within them: (40 points): Was more than one controversy or social issue mentioned in the paper? How much attention was given to the positives and negatives of these issues?
Teamwork: (20 points): Did the group work together effectively? Do they have evidence to support this?