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Redesigning a General Education Science Course to Promote Critical Thinking.

Matthew P Rowe1, B Marcus Gillespie2, Kevin R Harris3

  • 1*Department of Biological Sciences, Sam Houston State University, Huntsville, TX 77340 rowemat1@msu.edu marcusg@shsu.edu.

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A new general education (gen ed) science course significantly improved students' critical thinking and scientific literacy. This approach emphasizes science processes and controversial topics over traditional fact-based learning.

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Area of Science:

  • Science Education
  • Higher Education Pedagogy

Background:

  • Traditional university science curricula often fail to enhance students' critical thinking and scientific literacy.
  • General education science courses typically focus on scientific findings rather than the nature of science.

Purpose of the Study:

  • To develop and evaluate an introductory general education science course designed to improve critical thinking and scientific literacy.
  • To assess the impact of an interdisciplinary, process-oriented science course on students' engagement with scientific theories.

Main Methods:

  • Developed an interdisciplinary general education science course, 'Foundations of Science'.
  • Course content included the nature of science, argumentation, logical fallacies, pseudoscience, and psychological factors influencing belief.
  • Utilized a pretest-posttest design comparing the experimental course with a traditional general education science course.

Main Results:

  • Students in the experimental course showed significant improvements in critical-thinking skills.
  • Participants in the 'Foundations of Science' course were more willing to engage with controversial scientific theories.
  • Students in the traditional science course did not exhibit similar gains in critical thinking or willingness to engage.

Conclusions:

  • General education science courses can be effectively designed to enhance critical thinking and scientific literacy.
  • Emphasizing the process and application of science, alongside controversial topics, is more effective than traditional fact-based instruction.
  • This pedagogical approach can improve students' ability to critically evaluate scientific information and theories.