Learning Goals
By the end of this course, I expect that you will:
-
Understand various philosophical positions with regard to the nature of science
- Clarify and refine your own views of the nature of science
- Consider the roles of the scientific society, culture, and gender in creating science knowledge
- Be aware of commonly-held ideas about the nature of science among the general public and K-12 students
- Identify implications of perspectives of the nature of science for education at the K-12 and/or college level and in informal settings
- Develop your pedagogical content knowledge (PCK) for teaching the nature of science
Overview
Philosophy is a discipline that examines the ultimate reality, causes, and principles underlying being and thinking. It helps us think about what we do and why and how we do it. The five major branches of philosophy can also be applied to our study of the nature of science:
metaphysics: Examines the nature and ultimate significance of the universe. It includes ontology, the study of the nature of being. Philosophers of science examine the kinds and nature of things in the world, and the ontological status of scientific knowledge claims.
logic: Studies the laws of valid reasoning. Philosophers of science look at the logic involved in generating and testing explanations, proofs, etc.
epistemology: Explores the nature of knowledge and the process of knowing. Philosophers of science ask how scientific knowledge is generated, presented, and validated.
ethics: Examines the problems of right conduct. Philosophers of science ask questions about the value systems that scientists have and ask how these values affect the practices and conclusions of science.
aesthetics: Ponders the nature of beauty. Philosophers of science also contemplate issues of aesthetics.
For our purposes in this course, we will mainly deal with epistemological issues--questions about the nature and adequacy of scientific knowledge. Philosophy of science is only one of a group of disciplines collectively known as the social studies of science, including also the history and sociology of science, which attempt to make sense of the scientific enterprise. In this course we will draw from all three.
Required Texts
The following texts are required for the course, and available at the University Bookstore or for sale at an online vendor such as Amazon.com. Additional readings will be provided as handouts or weblinks, or made available through the university's E-Reserves.
- Chalmers, A. F. (1999). What is this thing called science? (3rd ed.). Indianapolis, IN: Hackett Publishing.
- Driver, R., Leach, J. (1996). Young people’s images of science. Philadelphia: Open University Press.
- *McComas, W. F. (1998). The nature of science in science education: Rationales and strategies. The Netherlands: Kluwer Academic Publishers. (*optional/recommended)
Major Assignments/Evaluation
1. Participation in Class Discussions & Activities (15% of course grade)
This course is conducted in a seminar format. Thus the success of the course depends on the active participation of all members in helping to shape shared understandings. Our primary activity will be in-depth discussions of course ideas based on readings. For some readings, I will distribute study questions in advance to help us prepare for discussions. Other learning activities are aimed at helping you in your meaning-making endeavors. The discipline of philosophy may be quite new to you, and the discussion format of class meetings not entirely comfortable. Nonetheless, it is expected that you actively participate in class discussions and activities. You will be asked to complete a mid-term and end-of-semester self-evalution of your participation to provide feedback for your instructor's evaluation.
2. Points of Major Significance (POMS) (15% of course grade)
While you read, think, and discuss, it is also important that you write. Writing is integral to the thinking process; it helps you to construct and clarify your thoughts besides providing a record of progress and a memory aid. It is suggested that you keep a course notebook in which you take notes, ask questions, and write reactions to readings and discussions. Refer to the Course Schedule/ Reading Guide for ideas to guide your reading and writing.
For each set of readings you will be asked to turn in "points of major significance" (POMS) that summarize, synthesize, and apply essential ideas communicated in that set. POMS will be scored as followed:
4 points |
Appopriate ideas/themes are summarized, connected to earlier readings (synthesized), and include a significant application to science teaching not explicitly stated by the author(s). |
3 points |
Appropriate ideas/themes are summarized, related to earlier reading sets, and/or include a signficant application for science teaching. |
2 points |
Appropriate ideas/themes are identifed related to that particular set of readings. |
1 point |
Completed, but fails to identify appropriate/significant themes. |
0 points |
Not completed |
3. Analysis of a Firsthand Account of Science (25% of course grade)
Abstract ideas, such as the ones we will be discussing is this course, can often be clarified through examples. For this assignment you will read a book-length account of the scientific enterprise (e.g. The Double Helix: A Personal Account of the Discovery of the Structure of DNA, or A Feeling for the Organism: The Life and Work of Barbara McClintock). You will compare the account to course ideas, making connections, finding examples, and discovering discrepancies. You will be asked to write a short written report of your analysis as well as to weave your observations into class discussions. For book ideas, see the Science Bibliography.
4. PCK for NOS Project (20% of course grade)
An understanding of the nature of science has been deemed a "necessary, but not sufficient" criteria for effectively teaching about the nature of science. Throughout the semester, we'll focus on elements of PCK (pedagogical content knowledge) for teaching the nature of science such as your knowledge of instructional strategies, curriculum, and student ideas. You will use the Content Representation Tool (CoRe) to track your developing PCK for NOS, and will begin to develop a repetoire of lessons and activities for teaching NOS in your particular context.
5. Synthesis Paper and Presentation (25% of course grade)
Course readings and discussions are aimed mainly at understanding and analysis. You will benefit further from the course if you also engage in application and synthesis level thinking. This will be accomplished by writing a major paper and presenting it to the class. You might start by browsing through some of the Selected References for the course. Before you begin to write, but after you have some plans, arrange to conference with me. We will spend some time clarifying your ideas and I may be able to provide you with some initial references.
Academic Honesty
Academic honesty is fundamental to the activities and principles of a university. All members of the academic community must be confident that each person’s work has been responsibly and honorably acquired, developed, and presented. Any effort to gain an advantage not given to all students is dishonest whether or not the effort if successful. The academic community regards academic dishonesty as an extremely serious matter, with serious consequences that range from probation to expulsion. When in doubt about plagiarism, paraphrasing, quoting, or collaboration, consult the course instructor.
You may also find it helpful to complete the Tutorial on recognizing plagiarism, in order to better understand appropriate versus inappropriate ways to acknowledge another's ideas in your own work. At the end of the tutorial, there is a test with a printable certificate that can be used to demonstrate your understanding.
ADA Statement
If you need accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please inform me To request academic accommodations (for example, a notetaker), students must also register with Disability Services, AO38 Brady Commons, 882-4696. It is the campus office responsible for reviewing documentation provided by students requesting academic accommodations, and for accommodations planning in cooperation with students and instructors. Please see me privately after class, or at my office (321D Townsend Hall). If you need accommodations because of a disability, if you have emergency medical information to share with me, or needed and consistent with course requirements. Another resource, MU's Adaptive Computing Technology Center, 884-2828, is available to provide computing assistance to students with disabilities. For more information about the rights of people with disabilities, please see http://ada.missouri.edu/ or call 884-7278.
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