Teaching Science Students How to Think

Authors

  • Bonnie McBain
  • Andrew Yardy
  • Frances Martin
  • Liam Phelan
  • Ian van Altena
  • Jill McKeowen
  • Claire Pemberton
  • Hollie Tose
  • Lindsey Fratus
  • Michael Bowyer

DOI:

https://doi.org/10.30722/IJISME.28.02.003

Abstract

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.

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Published

05-05-2021

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Section

Research Articles