2015 Conference Archive (Archived)
What Should Undergraduates Learn about the Nature of Science?
Session Format
Presentation Session (45 minutes)
Copyright
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Location
Room 2911
Abstract for the conference program
Physicist Richard Feynman said “philosophy of science is as useful to scientists as ornithology is to birds.” While this famous slam obviously makes fun of philosophers, it also reflects how little attention we, as scientists, usually give to the characteristics of our disciplines. The rules of science were something we absorbed in graduate school; important, but implicit parts of that stage in our education. Most of us have been so busy doing science, we do not stop to think about how science is done. In this facilitated discussion session, the audience will divide into STEM disciplinary groups (with life & physical science subdivisions) to answer the question in the title. Then we will reconvene to compare & contrast what has been brainstormed. We will discuss what/how the features of the scientific enterprise can/should be presented to undergraduates that are: our majors, taking terminal science courses, and/or planning to be teachers.
Proposal Track
Non-research Project
Start Date
3-6-2015 1:50 PM
End Date
3-6-2015 2:35 PM
Recommended Citation
Jones, Leslie S., "What Should Undergraduates Learn about the Nature of Science?" (2015). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 32.
https://digitalcommons.georgiasouthern.edu/stem/2015/2015/32
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What Should Undergraduates Learn about the Nature of Science?
Room 2911
Physicist Richard Feynman said “philosophy of science is as useful to scientists as ornithology is to birds.” While this famous slam obviously makes fun of philosophers, it also reflects how little attention we, as scientists, usually give to the characteristics of our disciplines. The rules of science were something we absorbed in graduate school; important, but implicit parts of that stage in our education. Most of us have been so busy doing science, we do not stop to think about how science is done. In this facilitated discussion session, the audience will divide into STEM disciplinary groups (with life & physical science subdivisions) to answer the question in the title. Then we will reconvene to compare & contrast what has been brainstormed. We will discuss what/how the features of the scientific enterprise can/should be presented to undergraduates that are: our majors, taking terminal science courses, and/or planning to be teachers.
