Avoiding the science stupidity trap

Authors

  • Bonnie McBain University of Newcastle http://orcid.org/0000-0002-9751-5128
  • Andrew Yardy University of Newcastle
  • Frances Martin University of Newcastle
  • Hollie Tose University of Newcastle
  • Liam Phelan University of Newcastle
  • Ian van Altenaa University of Newcastle
  • Jill McKeowen University of Newcastle
  • Claire Pemberton University of Newcastle
  • Lindsey Fratus University of Newcastle
  • Michael Bowyer University of Newcastle

Keywords:

scientific thinking, active learning, pseudoscience, scientific literacy

Abstract

Why do we only follow people who think like us on social media? Why is this dangerous? What are the risks of having a high IQ in science? Why do ‘flat earthers’ still exist? Why doesn’t scientific evidence always change how people think? Why are fake facts winning in the media? Moreover, why is this relevant to university science students? No one teaches us the foundational elements about how to think like a high quality scientist. Our university science students are often expected to osmotically absorb this knowledge as they spend their time remembering disciplinary facts and theories. An article in New Scientist (2019, No3218) shows that this is not good enough to prevent flawed thinking or ‘stupidity’. This course makes explicit to first year science students 1) what a high quality scientist is and 2) practical strategies on how to become a high quality scientist. It teaches students about the full repertoire of different types of scientific thinking and explains where and where not, to use them. A cohesive student-learning journey across the degree means that students apply the theory of high quality scientific thinking, through active learning in second and third year.

Author Biographies

  • Bonnie McBain, University of Newcastle
    Bonnie is a Senior Lecturer at the University of Newcastle. She has won national awards for her teaching in sustainability science and does research on Ecological Footprinting.
  • Andrew Yardy, University of Newcastle
    Instructional Designer, Centre for Teaching and Learning
  • Frances Martin, University of Newcastle
    Professor in the School of Psychology
  • Hollie Tose, University of Newcastle
    Quality Assurance, Teaching & Learning Officer, Office PVC - Science, Faculty of Science
  • Liam Phelan, University of Newcastle
    Senior Lecturer, School of Environment and Life Sciences
  • Ian van Altenaa, University of Newcastle
    Lecturer, School of Environmental and Life Sciences (Chemistry)
  • Jill McKeowen, University of Newcastle
    Learning Advisor, Centre for Teaching and Learning
  • Claire Pemberton, University of Newcastle
    Learning Advisor, Centre for Teaching and Learning
  • Lindsey Fratus, University of Newcastle
    Senior Librarian, Academic Services, University Library Academic Division
  • Michael Bowyer, University of Newcastle
    Professor, School of Environmental and Life Sciences Faculty of Science

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Published

2019-09-26