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History and Nature of Science BIOL 3963 / HIST 3963 2008 |
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1. Course objectives 1.1. Introduction: This course utilizes materials in methodology, history, and philosophy of science to provide a critical perspective for dealing with the question: "What about science is most important for people to know?" The course will address: the nature of the scientific method, the nature of scientific disciplines (the theories and problems which characterize them); the relations between theory and the empirical work; and the nature of theory change in the sciences. Thus, this course is aimed at providing a broad foundation for instructional and research design, and outreach. This course is intended to help students develop and refine their views about the nature of science, the relationship between theory and empirical work, and the nature of theory change. We will examine the role and relevance of history and philosophy of science for issues in science teaching, research and outreach. Beyond this, the course has been specifically designed to help students refine their ability to read and write scholarly work. 1.2. Methodology: Students will:
1.3. Expected outcome: By the end of this course, students will:
1.4. Prerequisites: Permission of the instructor. |
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2. Instructor Dr. Aldemaro Romero, Chair and Professor of Biology at Arkansas State University. He has written more than 500 articles and books to both learned and popular audiences. The full list of his publications can be found at: http://www.clt.astate.edu/aromero/aldemaro_romero.htm. Several of his publications deal with the history and philosophy of science. |
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3. Textbook and supplies 3.1. Textbook This course does not have a text book. I will provide students with copies of his notes and PowerPoint presentations. 3.2. Additional reading Throughout the course I will be providing you some additional readings via email or by posting those readings on Blackboard. |
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4. Other resources I recommend that you store electronic material I send you on either the hard drive of your computer or in a memory device such as a flash drive. |
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5. Academic approach I give the best of ourselves in each one of our classes in order to offer you the opportunity to maximize your chances of learning lasting lessons. We consider ourselves motivational, challenging, and enthusiastic. I encourage questions at any time. I greatly appreciate students who come to us for further discussion and inquiring. Please do not hesitate to see us during our office hours or by appointment to discuss the subject as well any problem that may arise. We expect the finest from you. I will do our best to ensure that you learn the maximum and that your effort is rewarded with good grades. Note that this is a 3-credit course. Your total effort per week should average 9 hours. This will include approximately 3 hours of class attendance and at least 6 hours of outside work. Note on Recording and Duplication of Course Materials Lecture presentations, lecturer's notes and outlines, handouts, and exam materials are the property of the instructor and may not be recorded or duplicated for commercial use or sale without the permission of the instructor. Students are permitted to record lectures for individual use only. Commercial note‑taking services are expressly prohibited. |
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6. Office hours
Dr. Romero: W 9:00-12:00, 1:00-3:00 and by appointment. Room Number: LSE 202 Phone Number: (870) 972-3082 Email address: aromero@astate.edu
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7. Evaluation Criteria Your achievements in this course will be evaluated using the following criteria: a) Research paper (40%) b) Paper presentation (40%) c) Class participation (20%) Research paper: (40% of your total grade) After discussing the topic with me, you may have the opportunity to write an original research paper on a particular topic. Grading will be based on originality, clarity of ideas, and quality of the substance and presentation. The paper must be type-written and double-spaced and submitted electronically. The paper must be a review article about a topic in the history of biology, that is an in‑depth summary and discussion about your topic. This assignment is in two parts. First, a literature search plus a 2‑page summary of two of the articles from the primary literature is due at the beginning of class on September 21, 2007. You must include the print‑out from the online computer search, your summary of the two articles, plus a copy of the two articles. This summary must be at least 2 full pages, but not more than 3. The summary must be typed exactly in the style of a term paper, i.e., the statements that you make in the summary must be supported with appropriate citations that are then listed in the "literature cited" section at the end of the paper. The two articles must address the same topic and your summary must indicate the relationships between the two papers. For example, one paper builds on the work of a previous paper, or the two papers present opposite views of the same topic, or the two papers reach the same conclusions but use different methods. The summary should include why the authors performed the research, how they did the research, what they found, and a discussion of the results. Also include a paragraph discussing why you chose your particular topic. This summary is worth 25%. The summary will be graded upon your ability to summarize the findings and its grammatical correctness. The second part is the paper itself, which is worth 75%. There is no upper limit to the number of citations that would be appropriate. You should use as many as is possible concerning your topic, however, minimally the literature cited section must contain at least 10 citations, with at least 7 of these from the primary scientific literature. Your paper should be typed and double‑spaced and at least six pages of text, exclusive of the literature cited. PAPERS THAT DO NOT MEET THESE VERY MINIMUM REQUIREMENTS CAN EXPECT NO MORE THAN 70%. Your paper will be graded on its scientific content and the coverage of the topic, in addition, the paper will be graded on grammar, clarity, and freedom from typographical and spelling errors. Papers are due on December 10, 2007. Plagiarizing your paper from some other source or collaborative efforts with other students will be considered cheating and your behavior will be reported to the appropriate ASU office for punishment that may include expulsion from the university. In addition, if you turn in essentially this same paper for a different class, I will consider it cheating and you will also be prosecuted for violation of academic integrity. I will always be available to discuss with you the progress of your research paper at any stage prior being handled to me. However, you must know that I will measure it to the highest scientific standards. Any work submitted by an individual student is expected to represent his/her individual, personal work. Passages of text, images, diagrams, pictures, or original ideas drawn from other sources must be clearly identified, both by separating the passage from the neighboring student‑written narrative (using quotation marks or block indents) and with citations and reference to the original work or individual. Any student submitting in their name the work of another student, individual, or author is committing plagiarism and will be referred for disciplinary action. Read the academic integrity section of the Student Handbook. Details of all suspected violations of academic integrity will be reported to the appropriate authorities. Paper presentation: (40% of your total grade) I expect you give a 20-30 min. presentation of your paper meeting the highest standards of clarity, depth, and quality. I will be available to help you with your presentation, something I recommend very strongly. |
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Class
participation (20%):
Students are expected to attend class, and to have read any assigned
readings prior to class. For each article to be discussed, students
should prepare a brief outline of the major premise(s) presented in each
article and the basis in support for any ideas advanced by the author(s).
In addition, students should come to class with at least 3 questions or
comments relating to the content or topic of each article. Students
should be prepared to lead a discussion of an article if called upon. I also ask that we all do our best to be intellectually honest, while also being tolerant of personal differences. Everyone in the class should feel safe to express an idea, even if that idea is not a popular one. I welcome and encourage intellectual controversy‑‑ it is how we learn best, I believe. I demand, however, that we respect one another's right to believe differently, even as we challenge the ideas supporting those beliefs. I promise to value each of you as individuals independently of how well you do in tour assignments. All deadlines must be met. No flimsy excuses will be accepted. In other words, if you miss a deadline because your grandmother died, I will require a death certificate; if it is because you were hospitalized, I will require copy of the hospital's bill; if you could not do it because you were abducted by space aliens, I will require a copy of the complaint you filed with the FBI for kidnapping, and so on. The grading scale will observe the following perceptions A: Integrates theory and examples; evidence of original thinking and knowledge of the literature. Strong in theory or examples and integration, knowledge of the literature, application to new problems. B: Weak in theory or examples; poor in integration, knowledge of the literature, application to new problems. C: Problems with accuracy; weak in both theory and knowledge of examples. Show severe signs of lack of critical thinking D: Very inaccurate; very vague knowledge of major concepts; completed the assigned work. F: Did not complete the assigned work. I: Incomplete; granted only in response to written explanation and request and under extraordinary and strongly justifiable circumstances.
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9. Withdrawals You are the sole responsible for fulfilling all necessary steps to formally withdraw from this course. |
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10. Students with Special Instructional Needs If you have any special needs related to learning or testing in this course, please let me know as soon as possible so I can address those needs. |
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11. Rough Course Outline Week 1: Introduction to the course, How to read and write academic papers. Week 2: The nature of science and the scientific method. Week 3: Science from prehistory to the Greeks and Romans. Week 4: Science in medieval times and non-western cultures. Week 5: Science in the Renaissance. Week 6: Modern Science period. Week 7: Science in the Industrial World. Week 8: New frontiers of science. Week 9: Theory Change: Kuhn, Structure of Scientific Revolutions Week 10: Proof in science: Popper, Conjectures and Refutations, the growth of scientific knowledge Week 11: Science and pseudoscience: Kitcher, Believing Where We Cannot Prove Week 12: Are all sciences created equal?: Mayr, The Place of Biology in the Sciences and Its Conceptual Structure Week 13: Reductionism and synthesis in science Week 14: Science, values, and the public. |
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Disclaimer: The information contained in this syllabus is as accurate as possible, but may be subject to change with reasonable advance notice. The schedule and content of lectures and assignments may be changed at the discretion of the instructor upon oral notification in class. Changes may involve additions, deletions, substitutions, or changes in sequence or due date. FAILURE TO FOLLOW THE DIRECTIONS CONTAINED IN THIS SYLLABUS COULD CAUSE YOU TO GET A POOR GRADE IN INTRODUCTION TO SCIENCE The cover: Part of the Eagle Nebula. The main purpose of science is to understand the nature of the universe. |
