IMPROVING SCIENTIFIC LITERACY OF UNDERGRADUATE HISTORICAL GEOLOGY STUDENTS BY TEACHING THE NATURE OF SCIENCE THROUGH HISTORICAL PALEONTOLOGICAL DEBATE

Scientific literacy is essential for citizens in public debates and to discuss socially important issues, such as climate change or evolution, but many non-scientist citizens are scientifically illiterate. The Nature of Science (NOS) is crucial for scientific literacy, yet is not often considered a major part of undergraduate geosciences. We conducted a study through a series of activities to explore and record effectiveness of scientific writing of undergraduates. The experimental research was created to increase scientific literacy of undergraduates and develop skills associated argumentation built upon scientific knowledge. Aspects of the NOS important in geology include nonlinear thinking with multiple testable hypotheses, peer collaboration, research to enhance student scientific literacy, and writing. The best course to teach the NOS is in Historical Geology. This introductory science course enhances understanding of geological knowledge, experience, and introduces the NOS through identifying historical figures, events, and concepts such as Plutonism or dinosaur metabolism. A set of assignments were developed and implemented in a Historical Geology course and inspired by the NSF-funded “The Story Behind the Science” project. Students applied tenets of the NOS in order to draw conclusions concerning dinosaur metabolism based on evidence provided in the research paper. A course of 14 students responded with written responses that were evaluated for comprehension and understanding. We hypothesized the writing and lab assignments would increase student understanding of the NOS and argumentation skills for scientific literacy. Methods used in the assignment included a writing assignment and the associated lab. We evaluated NOS literacy by assessing writing from values of 0-6 (lowest to highest) based on content, structure, and characteristics of science. The data reveals that most of the students showed improvement in writing style and understanding of the NOS.