David A. Coil|Mary Pat Wenderoth|Matthew Cunningham|Clarissa Dirks
Teaching the Process of Science: Faculty Perceptions and an Effective Methodology
University of Washington|University of Washington|University of Washington|University of Washington|The Evergreen State College
scientific endeavors require science process skills data interpretation problem solving experimental design scientific writing oral communication collaborative work critical analysis primary literature fundamental skills upon conceptual framework scientific expertise built unfortunately college science departments lack formalized curriculum teaching undergraduates science process skills however evidence strongly suggests explicitly teaching undergraduates skills early education may enhance understanding science content research reveals faculty overwhelming support teaching undergraduates science process skills typically spend enough time teaching skills due perceived need cover content encourage faculty address issue provide pedagogical philosophies methods materials teaching science process skills freshman pursuing life science majors build upon previous work showing student learning gains reading primary literature scientific writing share student perspectives course teaching process science content focus recommend wider implementation courses teach undergraduates science process skills early studies goals improving student success retention sciences enhancing general science literacy