1. Unit 1: Scientific Method This unit explores the scientific method. It begins with the foundations of empiricism: observations, perceiving patterns, formulating hypotheses about future observations, and testing those hypotheses. Students learn that observations are theory-driven, how values and contexts inform what we observe, and what kinds of patterns we seek. We discuss the desirable properties of scientific hypotheses, including testability, accuracy, simplicity, consistency, and fruitfulness. We also explore the relationships among facts, hypotheses, theories and scientific laws. We use scientific research that explores aspects of the Big Questions such as ¿Are humans the primary cause of modern-day climate change?¿ and ¿How did our Universe evolve?¿ as context to explore the scientific method. |
2. Unit 2: Data Visualizations and Modeling Models can describe a system, test hypotheses, or be used to derive predictions and hypotheses. In this unit, students explore different types and uses of models, which can be the research project itself or be one tool used in a research project. Testing the same hypotheses using a model, an observational study, and an interventional study provides strong evidence. We use scientific research, models, and computer simulations addressing a Big Question such as ¿How can we avoid global pandemics?¿ to explore these concepts and give them context. |
3. Unit 3: Research Design This unit is a survey of major types of study design applied in the natural and social sciences. Students design research studies and evaluate research design in primary literature. We explore data collection for cases in which direct manipulation of the phenomena being studied is not possible (e.g., observational studies, case studies, surveys), and examples in which variables are manipulated to different degrees (e.g., randomized controlled medical trials, quasi-experiments). Emphasis is on the tenets of good research design, strengths and limitations of different design types, generalizability of inferences drawn from different study designs, and practice designing, applying and evaluating research studies. We use and evaluate primary literature exploring aspects of Big Questions such as ¿How do humans impact evolution?¿ and ¿Why do we age?¿ to explore these concepts and give them context. |
4. Unit 4: Synthesis: Problematic Applications In addition to the problems covered in the biases and research design units, sociological factors are at work even in well-intentioned and responsible people, which influence what kinds of science are funded, what questions get attention, what is published, and what makes an impact. In this unit we also review a range of problematic and/or atypical examples of the application of science. This includes exploration and examples of pseudo-sciences, underlying reasons for scientific retractions, bad applications of the scientific method, and cases when establishment views are overthrown or replaced in scientific revolutions. We revisit examples from previous Big Questions to provide context through this unit. |
