Scientific Epistemology: How Do We Know What We Know?
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abstract
Students in STEM disciplines often make it to their senior years in college with no clear concept of how scholarly knowledge is generated. They see science as a collection of facts to be memorized rather than as a process for generating new understandings. I challenge these assumptions in my opening lecture for VIBS 310-Biomedical Writing, in part because I feel it's essential that they develop a more sophisticated view of the scientific enterprise and, in part, because the conventions of formal scientific discourse make little sense except in light of how scientists generate and access knowledge.
