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dc.creatorHartberg, Yasha
dc.date.accessioned2019-05-31T18:26:27Z
dc.date.available2019-05-31T18:26:27Z
dc.date.issued2019-05-31
dc.identifier.urihttp://hdl.handle.net/1969.1/175380
dc.description.abstractStudents 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.en
dc.language.isoen_US
dc.rightsAttribution-NonCommercial 3.0 United Statesen
dc.rights.urihttp://creativecommons.org/licenses/by-nc/3.0/us/
dc.subjectVIBS 310en
dc.subjectBiomedical Writingen
dc.subjectLecture Notesen
dc.subjectEpistemologyen
dc.titleScientific Epistemology: How Do We Know What We Know?en
dc.typeLearning Objecten
local.departmentVeterinary Integrative Biosciencesen


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Attribution-NonCommercial 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial 3.0 United States