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ERIC Number: ED301247
Record Type: RIE
Publication Date: 1988-May-27
Pages: 10
Abstractor: N/A
Reference Count: N/A
Teaching Generalized Problem Solving and Science as a Process.
Self, Charles C.
Two instructors at Bunker Hill Community College in Massachusetts have developed a unit of study designed to teach biology as a process, improve students' critical thinking and reasoning skills, and provide students with the opportunity to express these skills in writing. The instructional strategies employed in the unit are superimposed on a traditional and audio-tutorial biology course. Components of the unit, which are introduced throughout the term, include the following: (1) students are presented with two papers, a natural science study and a study pertaining to the field of science education, to help them begin to differentiate between the natural sciences and disciplines which used the procedures of science, and to acquaint the students with both the structure of an academic paper and the concept of a controlled experiment; (2) students meet in small learning groups to analyze the papers, uncover errors which could lead to an incorrect conclusion, and determine how these factors are controlled; and (3) students are given another set of scientific and nonscientific papers to look for errors in logic and experimental design and then asked to redesign the experiment. A preliminary study reveals some success with this inductive process. 18 references are included. (AJL)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented to the National Conference on Student-Centered Learning (Bellingham, WA, May 27, 1988).