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USES OF LINKS TO PROMOTE LEARNING (continued)

Links as lead-in for discussion and debate
External links can help support discussion and debate in your class. Most disciplines have at least one or two controversies with substantial Internet resources available (e.g., reintroduction of wolves into western habitats, methods of health care, cloning, gun control). As students explore controversies, they learn to evaluate good information from misinformation and to develop sound arguments and reasoning for a point of view.

The sample links below were collected over a period of 3 hours to support a student debate about logging national forests. The links vary in quality from business web sites that have little information regarding the controversy to "issue" sites that discuss the controversy exclusively. Sufficient numbers of external links were selected to support both sides of the debate. Students were assigned to support one side of the controversy. Students mostly gathered resources to support their position, but they were also required to summarize points for the other side with plans for countering those points. The resources were not organized meaningfully, but rather, were presented as shown below to allow students the opportunity to sort resources into categories they felt were most relevant (e.g., timber roads, animal issues, clearcutting issues, employment factors).

To help students sort and synthesize links during debate activities, see the description of tools provided on the previous page. To help students prepare position papers on their topic, see the "electronic group" section of this web site. To help students discuss or debate a controversy, see the "discussion board" and "chat room" sections of this web site. Be sure to check out the Web-Integrated Science Environment (WISE)--a tool set to scaffold student inquiry into controversial science issues (e.g., deformed frogs, wolf reintroduction).