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Science Studies, B.S. 1 Science Studies, B.S. Science studies provides preparation in more than one discipline of science; a consideration of science from a philosophical, historical, and sociological perspective; an introduction to applied science (technology); and an education sequence. Program planning in science studies requires the cooperation and involvement of a variety of University departments and colleges. Most of the program's requirements are drawn from courses offered by these varied academic units. Learning Outcomes Students who major in science studies gain: • knowledge in two or more areas of science; • a specified proficiency in mathematics as a tool of science (with more mathematics study required for the physical science emphases than for the biological ones); • a view of science from a historical, philosophical, and cultural perspective; and • experience with the application of scientific knowledge. Research Each faculty member in science studies is responsible for one or more areas of research. Major interests include studies of effective teaching and learning, science through writing, philosophy and sociology of science, individualized learning, social issues in science and technology, curriculum planning and development, professional development, intellectual development related to teaching and learning science, studies of effective use of hands-on activities, and evaluation and assessment of science instruction and programs. Programs and Projects A wide range of funded programs provides ample opportunity for students to be involved in innovative development and research in science studies. Science studies faculty members collaborate on a number of international research projects in many countries. Activities include faculty exchanges and cross-national studies. International students enrich the opportunities for graduate studies in science studies. New international collaborative efforts are under way each year..

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Beyond the Scientific Method
ISSUES AND TRENDS Jeffrey W. Bloom and Deborah Trumbull, Section Coeditors Beyond the Scientific Method: Model-Based Inquiry as a New Paradigm of Preference for School Science Investigations MARK WINDSCHITL, JESSICA THOMPSON, MELISSA BRAATEN Curriculum and Instruction, University of Washington, 115 Miller Hall, Box 353600, Seattle, WA 98195, USA Received 19 July 2007; revised 21 November 2007; accepted 29 November 2007 DOI 10.1002/sce.20259 Published online 4 January 2008 in Wiley InterScience (www.interscience.wiley.com). ABSTRACT: One hundred years after its conception, the scientific method continues to reinforce a kind of cultural lore about what it means to participate in inquiry. As commonly implemented in venues ranging from middle school classrooms to undergraduate laboratories, it emphasizes the testing of predictions rather than ideas, focuses learners on material activity at the expense of deep subject matter understanding, and lacks epistemic framing relevant to the discipline. While critiques of the scientific method are not new, its cumulative effects on learners’ conceptions of science have not been clearly articulated. We discuss these effects using findings from a series of five studies with degree-holding graduates of our educational system who were preparing to enter the teaching profession and apprentice their own young learners into unproblematic images of how science is done. We then offer an alternative vision for investigative science—model-based inquiry (MBI)— as a system of activity and discourse that engages learners more deeply with content and embodies five epistemic characteristics of scientific knowledge: that ideas represented in the form of models are testable, revisable, explanatory, conjectural, and generative.
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Science Studies and the History of Science Author(S): Lorraine Daston Reviewed Work(S): Source: Critical Inquiry, Vol
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Intro to Science Studies I
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Science Wars 1St Edition Kindle
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