Hi Everyone:
A couple of people have asked that I share what I do for my anecdotal
evidence game. Here is what I have been doing with adjustments each
semester.
I spend a lot of time explaining the different between anecdotal and
scientifically derived information. After giving several examples showing
the difference, I also explain that many times our personal experiences may
or may not follow what is reported in scientific literature and that it is
OK if a studnet's experiences are counter to research findings. When we
discuss research, students are welcome to interject about their personal
experiences whether or not they follow the literature that we are reading.
What they have to remember is that when their experiences run counter to
research, they must remember to preface their contribution in terms that
they may exemplify the exception rather than the rule, and that's OK. If,
however they attempt to use their personal or family experiences as ways of
trying to refute research findings, other students are encouraged to "call
them out" on it to earn a point. Students are always given an opportunity
to reword their contribution to better contribute to the discussion.
The problem arises when students don't completely understand how or why
there is a difference. Also, some students become afraid of being called
out as a personal attack and then refuse to participate at all. This is
something that I have been trying to deal with for a couple of semesters
with mixed results. I try to tell them that this is a learning exercise
that lasts throughout the semester and beyond and that this is a safe
environment where we are trying to learning from each other as well as from
me. I hope this helps you out and I would love to know if you have better
success with the activity as I think it has great potential.
--Lynette
Lynette Osborne, ABD (and on the job market finally!)
Doctoral Candidate and Graduate Instructor
Purdue University
