Discovering Biology: The Process of Learning, the Process of Science

一门新的生物学导论课程，从培养生物学专业学生开始，满足非专业学生通识教育科学的要求。重要的生物学内容在以下教学框架内呈现。首先，向学生介绍科学的基本方法和哲学原理，包括：对照实验、历史证据分析、建模和模拟、绘制相关性、统计推断和类比推理。第二，向学生介绍生物学的历史，让他们了解科学发现是如何产生的，并深入了解当代科学家是如何开展工作的。第三，学生考虑科学的社会背景，因为如果学生要批判性地思考当今重要的科学问题，他们必须意识到科学以复杂的方式与其他社会机构相互作用。第四，学生通过做科学来了解科学。本课程的实验部分旨在为学生提供研究技术的实践经验。学生学习识别研究问题，制定假设，设计测试方法，分析假设，解释结果，并提出研究结果供同行评审。第五，学生有机会发展思维和沟通技巧，这是受过良好教育的个人的标志。这一框架加深了对生物学概念的理解，并为终身学习提供了智力工具。

A new introductory biology course that begins the training of biology majors and meets the general education science requirement for non-majors. Significant biological content is presented within the following pedagogical framework. First, students are introduced to the fundamental methodological and philosophical principles of science, including: controlled experiments, analysis of historical evidence, modeling and simulation, drawing correlations, statistical inference, and reasoning by analogy. Second, students are introduced to the history of biology, to provide them with an appreciation for how scientific discoveries have actually been made, and provide insights into how contemporary scientists go about their work. Third, students consider the social context of science, because if students are to think critically about the important scientific issues of today, they must realize that science interacts with other social institutions in complex ways. Fourth, students learn about science by doing science. The laboratory portion of the course is designed to give students hands-on experience with research techniques. Students learn to identify research problems, formulate hypotheses, design methods of testing, analyze assumptions, interpret results, and present findings for peer review. Fifth, students are given the opportunity to develop the thinking and communication skills that are the hallmarks of the educated individual. This framework produces greater understanding of biological concepts and provides intellectual tools for life-long learning.