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Tag: nature of science

weird & wacky… science?

December 5, 2007 | Alison | nature of science

Now that things are (sort of) winding down for the year, I thought I'd share some gems of pseudoscience with you. This is an ongoing interest of mine & I'm hoping that you'll apply your critical filters to what follows (& I'd be interested in your comments, too!)

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evolution & the nature of science

November 14, 2007 | Alison | critical thinking, evolution, nature of science, scholarship biology

I like to teach my students here at Waikato something about how the theory of evolution was developed. OK, I'm interested in history anyway, but it's also a really good way to teach about the nature of science. You know; what is science, really? What does the word theory mean to a scientist? How's science done? Well, […]

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Evolution – micro, macro, what’s the difference?

November 1, 2007 | Alison | evolution, nature of science, scholarship biology

You'e probably come across the terms 'microevolution' and 'macroevolution'. 'Microevolution' is generally taken to mean small-scale changes in a population's gene pool, while 'macroevolution' is evolutionary change at the level of species, or genus, or phylum. This distinction can cause problems with understanding…

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Ants, drugs & aphid slaves

October 18, 2007 | Alison | animal behaviour, nature of science, new science stories

I was browsing SciTech Daily Review (always a good source of breaking science stories) when this headline caught my eye: Ants drug their aphid slaves. What a tantalising title! It led me to a just-published article (T.H.Oliver et al. 2007) looking at how ants control the aphids that they 'farm'.

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Things to think about when reading a scientific paper

October 14, 2007 | Alison | critical thinking, nature of science

Sometimes I base these blogs on a scientific paper that's caught my eye. I'm hoping that sometimes you'll search out the original reference and read it for yourself. But when a paper is cited in support of an argument – how can you decide whether the contents stack up?

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Further food for thought

October 7, 2007 | Alison | critical thinking, nature of science

After I posted Food for thought?, I got a message from a student saying that she'd seen the study reported on the Documentary Channel. She thought the results looked good, but commented … it never stated if they had a control, possibly placebos, so that it can be assesed whether some of the children merely concentrated more […]

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Food for thought?

October 2, 2007 | Alison | critical thinking, nature of science

We hear a lot, these days, about eating healthy foods (& not too much of anything!). If you read the ads, and sometimes news items, you'll find some particular foods promoted as being particularly good for you. One of these is fish oil, rich in omega-3 oils and supposedly good for brain development, among other […]

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The improbability of an eye… (‘intelligent design’ part 2)

September 11, 2007 | Alison | evolution, nature of science

The camera-type eye of humans (& in fact all vertebrates) is often held up as a classic example of what ‘intelligent design’ (ID) proponents call irreducible complexity. The argument goes like this: a) the camera-type eye needs all its parts to function. b) It couldn’t possibly be assembled randomly as Darwinian theory claims. c) The […]

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“intelligent design” – science or philosophy?

September 9, 2007 | Alison | critical thinking, evolution, nature of science, scholarship biology

At my scholarship preparation day yesterday I was asked if students could expect an exam question about evolution and intelligent design. My answer? No, because "intelligent design" is not a scientific explanation for the diversity of life on earth. My reasons for saying this? Read on… 

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The nature of science

August 31, 2007 | Alison | critical thinking

Do you tend to think that science is a body of unchanging factual information, and everything published in the scientific literature is correct? Read on…

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Swan girl - portrait of the author as a young scientist This blog in response to comments from secondary school biology teachers. I hope to use it as a way of encouraging critical thinking, looking at scientific papers that are relevant to the Level 3 curriculum and to Scholarship.

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