- Chapter 1, 1-9 pgs. – from Scientific Integrity : Text and Cases in Responsible Conduct of Research by Macrina, Francis L.
- Page 1-3& 48-49 – On being a scientist, 3rd edition.
- Catalyzing the transition from student to scientist
- Mentoring Resources - University of Wisconsin ICTR
As a seasoned science teacher, you instruct your students on facts and protocols for experimentation in the classroom. You know that scientific research is far ranging and depends on the discipline for the scope of the work. For the sake of this online course, we will try not delve to deep into specific techniques. We want to make sure that we broad a broad foundation on research process and give examples of ethically grey areas.
The Isaak and Hubert article, Catalyzing the transition from student to scientist, lists the scientific maturation of a student’s tradition to a scientist. This also talks about the research plan as part of the scientific method. Usually the scientific method is summed up as a question, measurement/ observation, and potential answer. This article mentions other intangible elements that make research worthwhile like excitement, curiosity, and critical thinking.
There has been a lot of thinking about the research process, here is some alternative thinking around the traditional scientific method:
Since this is the first week, we want to make sure that you are meeting your lab, learning from the bootcamp, and familiarizing yourself on campus. Therefore we will keep the discussion light this week.
Due this week:
Discussion Questions –
- Are there any other characteristics that define the scientific method that were left out of the Issac and Hubert article?
- For the TedTalk presentation: Is this a problem with the traditional scientific method or with overall scientific communication?
- Can you identify and discuss a case of scientific misconduct from the past 2 years?
- What are your expectations for your research experience during this summer?