SCIENTIFIC METHOD AND CRITICAL THINKING

I. Scientific Method

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Fig 1.18

Hypothesis: a tentative answer to a question – an explanation on trial awaiting testing to be:

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Fact:

“If it (theory) disagrees with experiment, it’s wrong. In that simple statement is the key to science. It doesn’t matter how beautiful the theory is, how smart you are, or what your name is – if it disagrees with experiment, it’s wrong.”

Richard P. Feynman

II. Experimental Design – these are part of a “good” experiment

A. Control group – “normal” situation.

B. Experimental group – exactly the same as control group

(See snake mimicry example, p.16.)

C. Must be

D. Best design is a double-blind study –

E. Placebo effect – in many medical experiments, patients got 30 – 50% improvement with “sugar pill”

F. Garbage in = Garbage out

III. Scientific theory

A. Much different meaning than in common usage → often means an opinion

B. Much broader than hypothesis

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C. Science in only one way of knowing or understanding the universe

- Art, Religion

D. Science limited to:

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2.

E. Science is amoral

“without” → Amoral – neither good nor bad

IV. Critical thinking

- NOT finding fault or being judgmental

A. A process to objectively analyze facts, issues, and information.

B. A vital life skill that enables you to evaluate a wide range of information.

HANDOUT – KNOW!

There are eight (8) aspects of Critical Thinking Skills we will be emphasizing this semester.

1. Understand your own biases and values.

2. Gather as much information as possible.

Don’t expect all of the answers or complete information.

3. Understand and define all terms.

4. Question the methods by which data and information were obtained.

a. Were facts derived from experiment?

b. Were experiments well executed?

i. Did the experiment include a control group/experimental group?

ii. Did the experiment include a sufficient number of subjects?

iii. Has the experiment been repeated?

5. Question the conclusions.

a. Are they appropriate?

b. Are there alternative or multiple conclusions?

c. Was there enough information to form valid conclusions?

6. Uncover assumptions and biases.

a. Was the experimental design biased?

b. Are there underlying assumptions that affect the conclusions?

7. Question the source of information

a. Is the source reliable?

b. Is the source an expert or supposed expert?

8. Watch for “thought stoppers” – designed to create an emotional response.