Foundations Of Science: Applications Of Organismal And Envir

Foundations Of Scienceapplications Of Organismal And Environmental Bi

Foundations of Science: Applications of Organismal and Environmental Biology ISB 202 Summer 2017 Instructor: Samantha Noll Office: 100 North Kedzie E-mail address: [email protected] READ THIS INFORMATION CAREFULLY. YOU ARE RESPONSIBLE FOR ALL INFORMATION AND INSTRUCTIONS IN THIS HANDOUT. Course Description: The course focuses on the nature of science as a reliable method of acquiring knowledge about the natural world. Students will learn how to apply key scientific facts, concepts, laws and theories to distinguish science from non-science, bad science, and pseudoscience by analyzing a variety of claims and case studies. By employing an interdisciplinary approach, this course aims to increase science literacy and critical thinking skills for introductory-level students who are not science majors. The rationale is to enhance scientific literacy by making science relevant, helping students understand how science works and how to evaluate extraordinary claims such as UFOs, ESP, and mythical creatures. Course Objectives: The course seeks to deepen understanding of science as a proven method of understanding the natural world, to distinguish scientific from non-scientific and pseudoscientific thinking, and to develop skills for engaging critically with science materials and making informed decisions. Course Outline: This entirely online course guides students through weekly activities including checklists, instructor videos, readings, voiced-over PowerPoint lessons, additional resource exploration, and exercises designed to think, speak, see, and act like a scientist. These exercises include discussion forum posts, podcasts, critical thinking lessons, and case study applications. Assessments include quizzes and surveys to measure learning and course efficacy, but there are no exams or final assessments. Communication with instructors is primarily through discussion forums and the course’s help features. Technical problems can be addressed via the university’s help line. Assignments are tracked through weekly checklists; late submissions incur penalties and are not accepted beyond two days late. The course includes reading assignments from Schick and Vaughn’s "How to think about weird things," with the main content objectives focusing on understanding scientific principles, recognizing pseudoscience, analyzing evidence, and applying critical thinking to various case studies. The course schedule covers diverse topics such as astrology, astronomy, geology, chemistry, biology, cryptids, and more, each integrated with current scientific concepts and methods. Student participation includes reading, watching instructional videos, engaging with podcasts and discussions, and completing reflection and case study exercises. Grading is based on participation in discussion exercises, case study responses, and a final summary post, totaling 275 points. There are no traditional exams or final exams; instead, student learning is assessed through ongoing discussion posts, critical thinking exercises, and engagement in citizen science projects. Academic integrity is strongly emphasized; students are expected to produce original work and adhere to university policies on honesty and ethical scholarship. Disruptive behavior that impedes learning may result in withdrawal from the course. Students are encouraged to communicate via forums or schedule office hours and Zoom sessions as needed. For technical issues, students should contact the university’s tech support. Overall, this course aims to foster a deeper appreciation of science, sharpen critical thinking, and cultivate the ability to evaluate extraordinary claims with scientific rigor.

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Foundations Of Scienceapplications Of Organismal And Environmental Bi

The course "Foundations of Science: Applications of Organismal and Environmental Biology" offered by Michigan State University provides an engaging, interdisciplinary approach aimed at increasing scientific literacy among introductory students who are not science majors. Emphasizing the nature of science as a reliable method of understanding the natural world, the course equips students with critical thinking skills necessary to distinguish science from pseudoscience and misinforming claims.

Central to the course is the recognition that science is not merely a collection of facts but a systematic process involving observation, experimentation, and rational analysis. Students explore various scientific disciplines, including astronomy, geology, chemistry, and biology, through case studies and interactive exercises. These activities promote experiential learning, encouraging students to "think like scientists" by interpreting data visuals, engaging in scientific discourse, and applying scientific principles to evaluate extraordinary claims such as UFO sightings and mythical creatures.

The course's structure is entirely online, featuring weekly modules that integrate videos, readings, discussions, and case studies. Each module guides students through activities such as critical thinking lessons, science and pseudoscience comparisons, and citizen science projects. This approach fosters not only comprehension of scientific concepts like gravity, energy, and evolution but also improves skeptical inquiry skills. For example, students analyze the evidence behind astrology or the geological processes underlying Atlantis myths, applying scientific reasoning to determine credibility.

Assessment in this course emphasizes participation and applied understanding. Students complete discussion forum posts, respond to peers, and undertake reflection exercises. These activities cumulatively contribute to a comprehensive evaluation of their ability to apply scientific methods and think critically about claims encountered daily. The absence of traditional exams shifts focus toward ongoing analytical engagement, encouraging students to produce original, well-reasoned contributions. This pedagogical strategy aims to build confidence in scientific reasoning applicable to real-world scenarios.

Effective communication is emphasized, with students encouraged to utilize discussion forums, office hours, and virtual meetings for clarification and deeper engagement. Technical support is available through university resources. Adherence to academic integrity policies is strictly enforced, with students expected to produce original work and avoid plagiarism or assistance from unallowed sources.

Overall, "Foundations of Science" seeks to develop scientifically literate citizens capable of critically analyzing claims and making informed decisions rooted in scientific evidence. By blending theoretical knowledge with practical exercises, the course aspires to increase awareness of how science operates and to foster a skeptical but open-minded approach to extraordinary phenomena, thereby empowering students to navigate a complex information landscape responsibly.

References

• Schick, T., & Vaughn, L. (2013). How to think about weird things: Critical thinking for a new age (7th ed.). McGraw-Hill.
• Bishop, B. (2012). The Believing Brain: From Ghosts and gods to politics and conspiracy—the science of belief. HarperOne.
• Shermer, M. (2020). Why people believe weird things: Pseudoscience, superstition, and other confusions of our time. Oxford University Press.
• Gauchat, G. (2011). The cultural authority of science: Can science claim a higher moral ground? Public Understanding of Science, 20(6), 778–794.
• Ruse, M. (2010). The philosophy of biology. Cambridge University Press.
• Sagan, C. (1996). The Demon-Haunted World: Science as a candle in the dark. Ballantine Books.
• McPhetres, J., & Schedler, K. (2019). Scientific literacy and pseudoscience: Definitions and assessment. Public Understanding of Science, 28(8), 928–943.
• Norris, S. (2017). The Persistence of Pseudoscience. In The Oxford Handbook of Science and Religion. Oxford University Press.
• Shermer, M. (2017). The Believing Brain: From ghosts and gods to politics and conspiracy—the science of belief. HarperOne.
• Chi, M. T. H., & Wylie, R. (2014). The Integration of Learning and Critical Thinking. Review of Educational Research, 84(4), 451–471.