Science education as it is taught in the twenty-first century primarily focuses on scientific literacy, specifically on the process of science and how it can be applied. Most process-driven pedagogical tools are based on hypothesis-driven science, in which the hypothesis is the focal point. In descriptive science, the focal point is the organization of data, leading ultimately to the formation of questions and hypotheses. This technique helps students through the process of data collection, organization, and application without the use of scientific terminology. The students are led through the process using common objects, and then required, as a homework assignment, to collect, organize, and apply their own data. By using this simple, repetitive technique, students will see how a classical scientific field (taxonomy) can be applied to modern life situations.
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August 2018
Research Article|
August 01 2018
How to Use Taxonomic Principles in a Non-Scientific Setting to Teach Hierarchical Thinking
Susan J. Rehorek,
Susan J. Rehorek
2SUSAN J. REHOREK is a Professor in the Department of Biology, Slippery Rock University of Pennsylvania, Slippery Rock, PA 16057, USA; e-mail: susan.rehorek@sru.edu.
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Mark A. Shotwell
Mark A. Shotwell
1MARK A. SHOTWELL is a Professor in the Department of Biology, Slippery Rock University of Pennsylvania, Slippery Rock, PA 16057, USA; e-mail: mark.shotwell@sru.edu.
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The American Biology Teacher (2018) 80 (6): 446–450.
Citation
Susan J. Rehorek, Mark A. Shotwell; How to Use Taxonomic Principles in a Non-Scientific Setting to Teach Hierarchical Thinking. The American Biology Teacher 1 August 2018; 80 (6): 446–450. doi: https://doi.org/10.1525/abt.2018.80.6.446
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