EUB154 Foundations of Science
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB154 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $1,118 |
| Domestic tuition unit fee | $4,680 |
| International unit fee | $5,244 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB154 |
|---|---|
| Credit points: | 12 |
| Coordinator: | James Davis | jp.davis@qut.edu.au |
Overview
This unit aims to build foundational knowledge of science by critically reflecting on the nature of science, different forms of science inquiry, and the characteristics of the knowledge that is produced. This unit will prepare you for further studies in science discipline. It will ground you in an understanding of the social character and the philosophical foundations of science that are embedded in a heterogeneous collection of practices called science inquiry. In alignment with the recent Step Up Project (2016), you will connect with real-world scientists and perform science inquiry projects as a vehicle for critical reflection.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and skills of science by evaluating different forms of scientific inquiry with respect to the design, implementation, modification and evaluation of methods, techniques of quantitative analysis and data presentation, and the characteristics of the knowledge that is produced.
- Critically reflect on the nature of science, the different forms of science inquiry, and the characteristics of the knowledge that is produced through scientific endeavours.
- Collaborate and connect with scientists in the wider community.
- Ethically conduct a scientific investigation.
- Communicate complex scientific information in written and oral forms.
Content
In this unit you will critically reflect on the heterogeneity of scientific endeavour as a means of producing various forms of knowledge about natural phenomena. The unit will include topics such as:
- Different types of science inquiry and the characteristics of different forms of knowledge;
- The nature of science, its social character and philosophical underpinnings;
- Applying quantitative analysis, and understanding the strengths and limitations of different techniques;
- The interplay between ethics, values, emotions, entrepreneurial thinking and scientific knowledge; and
- Rationale and techniques for communicating complex scientific information.
Learning Approaches
In this unit you will learn by engaging in workshops, online modules, a case study of a scientist including an interview, science inquiry activities, regular interaction with the tutor, peer discussion and feedback, group presentations and use of a reflective journal.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly workshops where there will be opportunities for interaction with your tutor. Feedback from peers will also be available during the group presentations. For summative assessment written feedback will be provided for assignments 1 and 3, and verbal feedback for assignment 2.
Assessment
Overview
Assessment for this unit comprises of a case study of a scientist's work, a presentation and a reflective journal. The case study will involve an interview with a scientist who may work in research or in a professional context such as medicine, nursing, environmental science, mining (geology/engineering), plus many more. Interviews may be conducted face-to-face or online including via social media, synchronously or asynchronously. The presentation will focus on the science inquiry workshop activities that will be implemented as a basis for individual critical reflection and the group presentation. The documentation of individual critical reflection will form the final assessment item which is the reflective journal that will be cumulative from weeks 6 to 13.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
Case Study of a Scientist's Work.
You will demonstrate knowledge of science and critically reflect on the nature of science and scientific inquiry by conducting a case study of a scientists work in a research or professional practice environment. This will involve an interview with a scientist as described in the overview.
This task will assess your:
1. Knowledge of science by evaluating scientific inquiry in a practice context.
2. Critical reflection on the nature of science, different forms of science inquiry, and the characteristics of the knowledge that is produced through scientific endeavour.
3. Collaboration and connectivity with a scientist in the wider community.
4. Ethical understanding of a scientific investigation.
5. Communication, in writing, about the complexities of science.
This is an assignment for the purposes of an extension.
Assessment: Presentation (Oral or Group)
A group presentation of a comparative and critical reflection on two science inquiry projects that use different forms of science inquiry.
This is a collaborative presentation of a comparative and critical reflection on two science inquiry projects that use different forms of science inquiry. You should demonstrate knowledge and skills of science, and critically reflect on the nature of science, science inquiry and the different characteristics of knowledge that may be produced in science.
This task will assess your:
1. Knowledge of science by comparing and critically reflecting on two science investigations that you will implement.
2. Critical reflection on the nature of science, different forms of science inquiry, and the characteristics of the knowledge that is produced through scientific endeavour.
3. Collaborate and connect with peers and mentors in the implementation of a science inquiry.
4. Ethical understanding of a scientific investigation.
5. Verbal communication about the complexities of science.
Assessment: Reflective Journal
You will complete a reflective journal across weeks 6-13 as part of your process of learning and to document their learning experiences.
This task will assess your:
1. Knowledge of science by documenting your critical reflection on two science investigations that you have implemented and your interactions with peers.
2. Critical reflection on the nature of science, different forms of science inquiry, and the characteristics of the knowledge that is produced through scientific endeavour.
3. Collaboration and connectivity with peers and mentors.
4. Ethical understanding of a scientific investigation.
5. Reflective communication in writing about the complexities of science.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource material will be used throughout this unit.
Resource Materials
Recommended text(s)
Chalmers, A. (2013). What is this thing called science? University of Queensland Press.
Step Up Project (2016).Retrieved from Engaging Students in Scientific Inquiry.
Valiela, I. (2001). Doing science: Design, analysis, and communication of scientific research. Oxford University Press.
Risk Assessment Statement
There are no out-of-the ordinary risks associated with the general conduct of this unit. Workplace health
and safety protocols in relation to computer and/or laboratory use will apply.