The journal Teaching Philosophy has been doing an article series on Teaching Philosophy of X. The recent article, Teaching Philosophy of Science by Alexandra Bradner includes a reference to one of the outreach activities I designed and run for the Rotman Institute of Philosophy. The activity involves having middle-school students infer the rules of a board game (that I designed) from photographs and recordings of the game being played. The aim is to build an analogy to the practice of science and use that as a scaffold for introducing some basics philosophical concepts to the students.
The relevant excerpt is here:
“I hosted an Interest Group Lunch on the teaching of philosophy of science at the Fall 2014 Philosophy of Science Association Biennial Meeting in Chicago, where I learned about two experiments in active learning conducted by the graduate students at Western University in London, Ontario. Melissa Jacquart discussed a course in which in-structors use laboratory experiments to attract scientists to philosophy. Jessey Wright described a lesson in which he asks students to observe a situation and glean the “rules,” on the rationale that this is similar to what scientists must do to uncover laws. He noted that while middle school students were able to complete the task, his fellow graduate students had trouble.”
And you can find the full paper here.
The “How to Teach X” series is a great way to get a running head-start on designing a course.