Critical Thinking in Science Preface (© Bruce G. Stewart 2008)

SCIENTIFIC LITERACY AND RELATED ISSUES

PREFACE TO "NOTES ON THE WEB" UNIT ONE PARTS 1 THROUGH 4 AND
UNIT SIX PART 7

Murray State College, Tishomingo, Oklahoma

Scientific thought is an ability sorely missing from a vast majority of our population. The topics presented in these particular parts of my Notes on the Web are intended to address a small part of this problem for students in introductory life science courses and for other interested readers. It is appropriate for anyone who wishes to learn more about the way science works and how the same thought processes can apply to everyday living. Some of the topics include defining science, distinguishing science from non-science, methods of science, pseudoscience (false science), brief highlights of science development, and the dangerous pseudoscience of so-called "scientific" creationism and its reincarnation, intelligent design.

Scientific thinking, a special type of logical thinking (or "critical thinking" in today’s lingo), can improve your life. No longer do you have to be confused and frustrated by many elements of normal life that tend to lead to various problems and emotional distress. Open-mindedness, honesty and willingness to look at all available data are important characteristics of science that can also be practiced in everyday living. With learning and practice these simple concepts can be applied by you to improve your own life situation.

I would like to thank Dr. Frank Sonleitner of the Department of Zoology at the University of Oklahoma for many hours of thoughtful discussion and for his critical review of the materials presented in the 1999 version of these materials. Dr. Sonleitner is a leading proponent of good science education in Oklahoma with regard to the subject of maintaining the integrity of science in science education. He has been recognized with the highest award of the National Center for Science Education for his lifetime contributions in this important subject area and remains active since 'retirement' and now is Professor Emeritus in the Department of Zoology at the University of Oklahoma.

As I noted in 1999, logical thought seemed to be an all too uncommon commodity in the United States of America. Unfortunately, that gloomy statement seems to remain applicable almost ten years later. Recently published data and analyses by the the Programme for International Student Assessment (PISA) (Click Here for 2006 PISA Report Links) demonstrates clearly that 15 year old students in the United States are significantly below average in Science and Mathematics compared to 30 other participating countries in the Organisation for Co-operation and Economic Development (OECD). OECD countries account for some 90% of the world economy! As a matter of depressing detail, the USA ranked 25th among these countries in mathematics and 21st in science in the latest 2006 study. Our students rank below such countries as Korea, Poland, Croatia, and many others that, in our arrogance, we "Americans" tend to look down upon. We have fallen even lower in rank since 2003! Both science and mathematics 2006 rankings for the US were lower than the 2003 rankings. There is great concern that our students are ill prepared for a globally competitive environment, much less prepared to think logically in the realm of science, mathematics, and problem solving in general. Hence, the materials in this unit on critical thinking in science and everyday life remain as important as ever.

I have continued to revised and corrected various parts in this "Notes on the Web" series on scientific literacy and related issue since they were first written. There have been additions, deletions, expansions, and reformatting over the years. For example, the term paper exercise in the pseudoscience notes (Unit One - Part 3) was expanded and more specific directions are now presented in a separate linked page dedicated to this valuable learning exercise. Instructions for the peer-reviewed journal exercise from the notes on the methods of science (Unit One - Part 2) were also been expanded and explained in a separate link. One major improvement made in 2005 was the addition of detailed objectives for each part. I have found errors that have been corrected. For example, an error in detail in Part 3 regarding egret/heron siblicide has been corrected and citations added.

These Notes on the Web remain dynamic works in progress, and my students may expect to find additional revisions during any given semester.