Teaching History, Philosophy, and Social Studies of Biology
A pre-conference workshop organized by the Education Committee of the
International Society for History, Philosophy, and Social Studies of Biology
Quinnipaic College, Wednesday July 18, 2001

Through their teaching, writing, and public presentations many ISHPSSBers promote the constructively critical analysis of science among students, practicing scientists, science studies scholars, and the wider public. The idea of a pre-conference workshop is for ISHPSSBers to share how we address this challenge. To get the ball rolling the Education Committee has arranged three presenters for the 2001 meetings. We hope this will incite others to offer to share their wares before and at future ISHPSSB meetings. A lunch meeting will be held during the conference to plan future pre-conference education workshops.

This workshop consists of three sessions, two in the morning; one in the afternoon. These are experiential sessions. That is, instead of the session leaders telling us how they teach, participants experience the kinds of teaching the session leaders are exploring and reflect on the pedagogical issues raised. Participants are encouraged to attend the full day to compare and contrast the different approaches.

Logistics: Indicate on the ISHPSSB Conference registration form that you will attend the workshop and need Wednesday lunch. Indicate also if you need Tuesday night dormitory accommodation and breakfast, available at the same (low) cost. There will be no cost for the workshop, but please email peter.taylor@umb.edu if you will be attending so sufficient copies of the handouts can be made.

PROGRAM
with provisional descriptions of the workshop sessions (15 March 2001; updates will be posted when available)

9.30-11
Douglas Allchin, Minnesota (allchin@pclink.com)
"Learning from Minamata"
Minamata, Japan suffered from severe mercury poisoning in the 1950s-perhaps the earliest and most emotionally engaging case of point-source pollution in history. Unfolding the episode in reverse chronology frames questions and lessons in science, society and uncertainty.

11.30-1
Steve Fifield, University of Delaware (fifield@udel.edu)
"Embryo swapping: A case of problem-based learning"
In this session participants will experience a problem-based learning activity that foregrounds ethical and cultural dimensions of science in society that are often marginalized in science education. The case involves a mistake at an in vitro fertiliation clinic that raises issues in reproductive biology and parenthood, biotechnology, genetics, race, and bioethics. In the problem-based approach, complex, real world problems or cases are used to motivate students to identify and research concepts and principles they need to know in order to progress through the problems. Students work in learning teams, bringing together collective skill at acquiring, communicating, and integrating information in a process of inquiry. This necessarily accelerated experience will give participants a taste of the problem-based learning cycle.

2-5
Peter Taylor, University of Massachusetts, Boston (peter.taylor@umb.edu)
"Inquiry-based approaches to science education can be enhanced by placing developments in science and technology in their social context"
Participants in this session will be encouraged to take its title seriously. After a warm-up activity, you will experience a case or two from my own teaching in biology/environment and society, then critique the case(s), and work on lessons and activities in your own areas of interest to teach or present to the wider public.

For further information, contact Peter Taylor, Program in Critical and Creative Thinking, Graduate College of Education, University of Massachusetts, Boston, MA 02125. Tel: 617 287 7636. Email: peter.taylor@umb.edu