The case study pedagogy advanced in this book aims to reproduce scientists by mimicking the authentic way that science happens and how scientists actually work. Their understanding of the scientific method expands on a linear model by bringing in the notions that scientists work in a community and that science has societal consequences; this "complex science" flowchart is a reference. Further, the humaneness of scientists is emphasized. More specifically, this pedagogy advances the notions of:
- cognitive apprenticeship: “the role of the learner as a “cognitive apprentice” who gains knowledge through imitation and practice in cooperative, authentic activities, entering at the periphery of the community and gradually becoming more active and engaged" p. 32
- scientifically literate persons: "Literate individuals must be able to use scientific information appropriately to make wise choices and effectively solve problems they encounter in life. They must be able to make well informed judgments about the reliability and accuracy of scientific information that is presented to them. People who are scientifically literate do not simply provide information about scientific concepts in a quiz-show context. Scientifically literate individuals must use science skillfully while working through the often complex thinking tasks encountered in both their personal and professional lives” p. 27
- ideal critical thinker "is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit” p. 25
