Undergraduate education is very important
to me, and I have dedicated a great deal of time to
developing novel approaches to traditional subjects such
as introductory biology, particularly in courses for to
students from outside of the natural sciences.
Achieving a better understanding of the process of science
and how scientific knowledge meshes with other forms of
understanding our world, are key. Both improve each
person's ability to use information and improve the future
of our society and the health of our environment.
I strongly believe that scientism - the philosophical
stand that holds that the scientific method is the best
way to construct knowledge - is not only false but
damaging to both scientists and to non-scientists. It
gives scientists a false sense of superiority and can
"turn off" non-scientists. The false presumption
that "science" is the only way to know and evaluate the
world around us leads to abuses such as the dismissal of
all non-quantitative data in educational assessments (for
instance, the No Child Left Behind legislation
specifically defines assessment of learning as
quantitative data; Beghetto 2003).
By exploring the literature and philosophy of learning, I
seek to better understand how humans make sense of our
world; how we "make meaning" by integrating what our
senses tell us with what we acquire from others.
This "constructionist" point of view may appear contrary
to the "positivist" approach of the classic scientific
paradigm, but it helps me - and perhaps you - to bear in
mid that what each of us knows is what is in our
individual minds. The ability to critically consider
your own knowledge - to reflect upon your understanding
and recognize what is missing and then search for new
information - is what turns you into a life-long learner.
I have taught a wide range of introductory and advanced
classes. Because detailed factual content is readily
available to students on line, I focus on helping students
understand the scientific process and how scientists learn
about the biological processes that make life on Earth
possible. While I acknowledge that learning basic
factual content is necessary, I believe that most students
– majors and non-majors – are poorly prepared to recognize
valid scientific questions and to evaluate information
presented in the media. Moreover, there is good
experimental evidence that remembering detailed factual
content is actually easier for students who have first
been exposed to the bigger picture ideas of the processes
involved (Mishra & Brewer 2003).
My goal is to educate young adults to use critical
thinking skills in order to evaluate their own knowledge,
and to make informed, ethical decisions about their lives
and the world around them. I employ in-class
activities and on-line quizzes to develop each student's
ability to understand science and critically assess the
validity of both data and conclusions of research and
media presentations. In courses with self-design
research, exercises in class provide guide students
towards identifying interesting questions, developing
testable hypotheses, and designing experimental protocols.
Below are links to pages describing some aspects of my own
explorations of making learning both more relevant and
more effective for general education students.
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