Embracing Controversy: Developing Skills in Pre-service Elementary Social Studies Teachers

Abstract

In an attempt to provide pre-service teachers with the opportunity to realistically address controversial issues that promotes social competence, a class project is undertaken that addresses the creationism versus evolution debate. Pre-service teachers in an elementary social studies and science methods course participate in a combined class project. The project involves lectures on three major topics: due process, creationism, and evolution, a court trial where two opposing groups defend their positions; and completion of pre- and post test with items about evolution, creationism, due process, and learning via simulation and debate. Results of a mixed Analysis of Variance (ANOVA) indicate a significant pre-to-post effect in understanding due process at p. <.01. Similarly, the four-point rubric for short essay written response show an increase in understanding of due process from 1.6 to 1.9. At the beginning of the project, students evidenced a limited understanding of due process and apprehension about controversial issues. Based on the data gathered at the conclusion of the project, students showed an increased understanding of due process, were able to embrace controversy, and had learned the value and difficulty of teaching controversial issues.