Abstract
Concepts, such as evolution, stem cell research, clone research, climate change,and the existence of great lengths of geologic time may conflict with students’ personal, religious, or political views and ideologies causing discomfort, uncertainty, denial, or changing in one’s thinking based on the data or facts presented.
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Cannard, K. (2005). Embracing controversy in the classroom. Science Scope, 28(9), 14-17.
Slesnick, I. (2004). Clones, cats, and chemicals: Thinking scientifically about controversial issues. Alexandria VA: National Science Teachers Association Press.
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McComas, W.F. (2014). Controversial Science Issues. In: McComas, W.F. (eds) The Language of Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-497-0_23
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DOI: https://doi.org/10.1007/978-94-6209-497-0_23
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-497-0
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