Tools for Critical Thinking in BiologyThe American Association for the Advancement of Science's report on Vision and Change in Undergraduate Biology Education suggests that instructors can no longer rely solely on trying to cover a syllabus packed with topics but rather should introduce fewer concepts but present them in greater depth. They further suggest that the principles embodied in a set of core concepts and competencies should be the basis for all undergraduate biology courses, including those designed for nonmajors. The theme of Tools for Critical Thinking in Biology will be the first and most fundamental of these competencies: the ability to apply the process of science. Biology courses and curricula must engage students in how scientific inquiry is conducted, including evaluating and interpreting scientific |
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Sommario
1 Discovery and Causation | 1 |
2 Observations as Evidence | 25 |
3 From Observations to Data | 44 |
The Gold Standard for Research | 64 |
5 Correlations Comparisons and Causation | 92 |
6 The Diverse Uses of Models in Biology | 118 |
7 Genes Environments and the Complexity of Causation | 145 |
Considering the Weight of Evidence | 177 |
Appendix 2 How Does Evolution Work? | 257 |
Appendix 3 Sensory Worlds of Humans and Other Animals | 265 |
How Can Amateurs Comprehend Complex Models? | 269 |
Appendix 5 The Mystery of Missing Heritability | 275 |
Appendix 6 Mapping Arguments to Aid Critical Thinking about the Weight of Evidence | 281 |
Appendix 7 What Are the Benefits of Organic Farming? The Weight of Evidence | 285 |
Evaluating Expert Opinion | 291 |
295 | |