- Title
- Teaching Science Students How to Think
- Creator
- McBain, Bonnie; Yardy, Andrew; Martin, Frances; Phelan, Liam; van Altena, Ian; McKeowen, Jill; Pemberton, Claire; Tose, Hollie; Fratus, Lindsey; Bowyer, Michael
- Relation
- International Journal of Innovation in Science and Mathematics Education Vol. 28, Issue 2, p. 28-35
- Publisher Link
- http://dx.doi.org/10.30722/IJISME.28.02.003
- Publisher
- Institute for Innovation in Science and Mathematics Education
- Resource Type
- journal article
- Date
- 2020
- Description
- Scientific thinking is more than just critical thinking. Teaching the full range of ways to think like a scientist who practices high quality science is rare. A new core subject in the Bachelor of Science at the University of Newcastle was developed to allow students to explore six different ways to thinking scientifically through understanding what high-quality science is and contrasting it with poor science and non-science (pseudoscience). Our evaluation indicates that learning about how to think scientifically and be a scientist who practices high quality science is a skill that is valued by and relevant to first year undergraduate students. An evidence-based pedagogy including active learning, participatory learning, student-centred learning, constructive alignment and quality formative and summative feedback to students can support high learning outcomes.
- Subject
- scientific thinking; active learning; pseudoscience; scientific literacy; SDG 4; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1451791
- Identifier
- uon:44271
- Identifier
- ISSN:2200-4270
- Language
- eng
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