Campus Location:
Georgetown, Dover, Stanton,
Wilmington
Effective Date: 2016-51
Course Number and Title:
EDC 115 Nature of Science
Prerequisite:
ENG 090 and MAT 012
Course Credits and Hours:
1 credits
1 lecture hours/week
0 lab hours/week
Course Description:
This course introduces students to the nature of science by
presenting four major components-scientific knowledge, scientific
processes, the nature of the knowledge, and the relationship between
science and society. Students will analyze significant historic
investigations and discoveries. The students will use the four
components to study how the historic examples demonstrate the
nature of science and the connection between science and society.
Required Text(s):
Obtain current information at https://www.dtcc.edu/studentresources/bookstores, or visit the bookstore. (Check your course
schedule for the course number and section.)
Additional Materials:
Method of Instruction:
Face-to-Face
Disclaimer:
Core Course Performance Objectives (CCPOs):
1. Identify and differentiate the rationale for studying the nature of science, while identifying
the components of what is, and what is not science. (CCC 1, 2, 3, 4, 5, PGC 1)
2. Interpret and differentiate scientific literacy and science literacy. (CCC 1, 2, 3, 4, 5, PGC 1)
3. Apply the nature of science as a lens to interpret and analyze historical science events and
discoveries. Potential examples are included from the areas of chemistry, physics, and
biology. (CCC 1, 2, 3, 4, 5, PGC 1)
4. Exhibit awareness that an understanding of the nature of science enhances learning in future
science content courses. (CCC 1, 2, 3, 4, 5, PGC 1)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the
syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs):
Upon completion of this course, the student will:
1. Identify and differentiate the rationale for studying the nature of science, while identifying
the components of what is, and what is not science.
Demonstrate awareness that understanding the nature of science is necessary to make
sense of science and manage the technological objects and processes in everyday life.
Discuss how understanding the nature of science is necessary for informed decisionmaking on issues related to society.
Justify how understanding the nature of science is necessary to appreciate the value of
science as part of contemporary culture.
Justify how understanding the nature of science helps develop an understanding of the
norms of the scientific community that embody moral commitments that are of general
value to society.
Discuss how understanding the nature of science facilitates the learning of science
subject matter.
Identify that part of science is the vast body of knowledge.
Explain how science socially constructs knowledge through various inquiry oriented
processes.
Describe how scientific knowledge is tentative but durable.
Discuss how science and society/culture have a symbiotic connection.
2. Interpret and differentiate scientific literacy and science literacy.
Describe and examine how science literacy focuses on the products and processes.
Describe and examine how scientific literacy focuses on the character of situations with
a scientific component.
Give examples of and discuss how scientific literacy focuses on science-related
situations in which considerations other than science have an important role.
Illustrate how studying the history of science shapes and contributes to change.
3. Apply the nature of science as a lens to interpret and analyze historical science events and
discoveries.
Compare and contrast past scientific events and discoveries, looking for characteristics
and opportunities for misconceptions.
Evaluate current scientific discoveries, by examining processes, data, and societal
response.
4. Exhibit an awareness of how understanding of the nature of science enhances future science
content courses.
Critically examine the structure of science content courses using a nature of science
perspective.
Differentiate and discuss the scientific processes employed and how the instructor
facilitates knowledge construction.
Utilize a socio-historical perspective of how science is learned to describe how learning
environments and teaching strategies can affect the development of misconceptions.
Evaluation Criteria/Policies:
Students must demonstrate proficiency on all CCPOs at a minimal 75 percent level to
successfully complete the course. The grade will be determined using the DTCC grading
system:
92
83
75
0
–
–
–
–
100
91
82
74
=
=
=
=
A
B
C
F
Students should refer to the Student Handbook (https://www.dtcc.edu/academics/studenthandbook) for information on the Academic Standing Policy, the Academic Integrity Policy,
Student Rights and Responsibilities, and other policies relevant to their academic progress.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop):
1.
2.
3.
4.
5.
Communicate clearly and effectively both orally and in writing.
Demonstrate effective problem solving and reasoning skills.
Work effectively in groups of people from diverse backgrounds.
Demonstrate ethical and professional understanding and conduct.
Apply appropriate information literacy skills to locate, evaluate, and use information
effectively.
6. Use computer technology appropriate to the field.
7. Use scientific and mathematical reasoning appropriate to the technology.
Program Graduate Competencies (PGCs are the competencies every graduate will develop
specific to his or her major):
1. Employ mathematical problem solving strategies to solve algebra, trigonometry, analytical
geometry and calculus problems.
2. Apply scientific principles to explain everyday phenomena.
3. Analyze problems, safely and ethically conduct scientific research, and interpret and report
the results.
4. Integrate psychological and human development concepts in the educational process.
5. Demonstrate and explain the scientific process and related modern laboratory procedures.