This is the foundation of which the course is taught.  Students are taught "scientific method" on the first day of class, and this method is reinforced throughout the course.  The first laboratory is designed so that students develop their own research projects in which all the steps of the scientific method are included.   In subsequent laboratories, the scientific method is reinforced by asking students to develop a hypothesis and testing to determine if they can accept or reject that hypothesis.  Students have a very firm grasp of how scientists approach and solve problems by the end of this course.

This outcome was addressed in the previous question.  In-class assignments and laboratories are where students repeatedly apply the methods discussed in class.   Most laboratories employ the basic techniques (development of a hypothesis, predictions, experiment, data, and conclusions) of scientific method, thereby applying and reinforcing this concept weekly.  In addition, required readings and lectures provide methods and examples of how scientists  view the world and how they have applied the methods of science to solve problems.  

Students certainly use mathematics, statistics, and inductive reasoning in this biology course.   Topics such as entropy and free energy are presented with the appropriate formulas.   Mendelian genetics requires students to determine the probability of genetic traits being passed to future generations and they use Chi-square analysis to analyze and appreciate their data.  Population genetics requires students to use and understand the Hardy-Weinberg Theorem (which gets reinforced in a population genetics laboratory).  

Certainly, performing the required readings and attentively attending lectures promotes students' abilities to engage in independent and collaborative learning.  Students are often asked to form groups in lecture, and these groups are asked to solve a problem.  Laboratory assignments are also completed in groups, with some of the quizzes answered by the entire group, and others by individuals.  Student evaluations have indicated that group activities both in lecture and laboratory are highly beneficial.  In the past there has been a bulletin board where the students could post questions and answers to one another.  It was not very successful.  However, this bulletin board was posted before freshman were required to own laptops.  I believe that this forum may foster collaborative learning in the future.

Students are asked to find current biological news to share with the class.  We start each class with a brief discussion of what is happening in the scientific community.  Most students use the world wide web to find their information.  Also, I announce topics that we are going to discuss in class and ask the students to find out all the information they can on that subject to discuss in the next class.  Students are very good at finding informational web sites to help them understand complex topics.  In addition, I have one laboratoy where the students must log on to a scientific web site and simulate population genetics.  They analyze and interpret the data from the computer.   

This is done mostly in lecture.  Students are asked to read and evaluate current events of the biological nature and to share this information in class.  If the topic is controversial, I allow students to give their point of view on the subject.  I always ask the source of information and let the class decide if that source was from an "expert in the field" or someone with a competing interest. Topics such as "cloning" and "genetic engineering" provide excellent examples where source and content can affect public perception.

All of the activities in this course should help students recognize and then correct their scientific misconceptions.   Most students come into this course with misconceptions due to partial of incomplete information obtained from numerous sources.  For example, most students believe that cloning takes place entirely in a Petri dish and have no idea of the complex process required to clone a viable mammal.    Hopefully the use of required readings, lectures, preparation for group activities, group activities, class room discussion, laboratories and preparation for examinations - promote students' abilities to recognize and correct scientific misconceptions.  Use of a web Bulletin Board provides yet another opportunity for the identification and correction of misconceptions.   This is useful because it provides students a format that can provide written answers that may be more "in-depth" than the verbal response during a lecture.   Furthermore, the Bulletin Board is anonymous and there is less fear of someone asking an easy question.