Assessment 4 - SCU PDF

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Assessment 4 ...

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Unit Name: Science in Society Unit Code: SCI10002 Tutor’s name: Hanabeth Luke Assignment No.: 4 Assignment Title: Reflection Due date: 29/05/19 Date submitted 22/05/19 % Similarity Index: 0% Declaration: I have read and understand the Rules Relating to Awards (Rule 3 Section 18 – Academic Misconduct Including Plagiarism) as contained in the SCU Policy Library. I understand the penalties that apply for plagiarism and agree to be bound by these rules. The work I am submitting electronically is entirely my own work. Signed: (please type your name)

Date: 22/05/19

Part A

This course, science in society delved into the foundations of science including history, philosophy and the role it plays amongst society. Throughout the involvement of this unit I have developed valuable skills such as critical thinking, how to communicate findings, knowledge of the scientific method and understanding what makes sources reliable and credible. These newly learnt skills will support future studies within the health field and has allowed me to become confident in my understanding of science and how it contributes to society. Feedback from completed assessments has allowed me to obtain expert guidance and has enabled me to advance my skills in academic writing, paraphrasing scientific literature and reaching common goals within a team-focused environment.

Teamwork is defined as the cooperation by a group of people to combine skills and share workloads to achieve a common goal (Grainger, 2010). Efficient collaboration requires skills including communication, commitment and fair contribution between members. Efficient teamwork allows for the improvement of skills, smarter decision making and participation of sharing ideas and knowledge (Luke, 2011). This subject provided us with a group presentation to complete, essential for the development of the desirable employability skill; teamwork. The group presentation required us to firstly, form a group and decide on a team name, secondly, allocate team tasks and thirdly, complete all necessary work before presenting.

My experience of working within a team was challenging and flawed. The allocation of tasks in the beginning were distributed sensibly and towards the end of the assessment, were distorted and unfair. According to Luke (2011), the continuation of focus increases team momentum, allows for group discussions and is able to reduce conflicts. Reflecting upon the requirements of the assessment, actions made amongst team members and the employment of teamwork skills, the presentation could have possibly become a positive experience and potentially a different outcome, if we acquired the valuable characteristics such as focus and communication that are essential for the efficiency of a team. From my efforts made to complete the presentation assessment, I have learnt the value of proficient communication and the importance of effective problem-solving.

Part B

Science in Society has provided me with a deeper knowledge of science and sub-disciplines of science. My understanding of science has progressed during this unit by listening to informative lectures, engaging in interactive tutorials, reading provided literature and participating in activities. The unit topic in week 8 was most appealing and interesting to me because it involved the connection of science amongst health in society. This topic incorporated benefits and impacts related to health and nutrition, as well as finding solutions to solve current problems such as; food production, impacts on agriculture and poverty’s impact on health (Luke, 2019). Science and society have a complex interrelationship and often science influences communities by providing authoritative knowledge and data to support different groups, such as Greenpeace. Although science generally influences society, scientists’ research can be altered by society from the interests, needs and funding from the public population (Understanding Science, n.d.). Science is proven to be beneficial

towards society, however, can have negative consequences such as ethical and sociological implications caused by advancing technology (Slattery, 2011).

Science is defined as the compilation of knowledge specific to a division or sub-division of science and using scientific techniques to solve an issue (Eto, 2008). Science often encounters limitations to studies and investigations including differences in beliefs by diverse religious groups (Slattery, 2011). Throughout history a complex debate remains ongoing, it is evolution vs creationism (Zucca, 2014). Creationism is the belief that the universe emerged from divine acts of creation, in other terms God created everything in existence (Pazameta, 1999). The opposite side of the debate is evolution, which is the theory that the characteristics of species evolve or change over numerous generations (Gee & Howlett, 2009). The conflicting evidence and ideas provided by both parties has divided modern societies and communities. The continuing debate proves to be a limitation of science due to supporting evidence and factuality from both parties appearing legitimate and accurate (Slattery, 2011). This limitation prevents society from obtaining proof about how the universe came into existence and human epistemology therefore, without the ongoing debate, further research can be conducted into unrestricted fields without conflict. This subject has opened my eyes to new scientific topics and theories; it has challenged my critical and analytic thinking and allowed me to remain objective despite my religious beliefs.

Critical thinking is the ability to analyse and evaluate a problem or issue to form an opinion or thought (Toner & Moran, 2016). In this unit, critical thinking was a major skill we were required to learn. A current critical issue for science in society is ethics and ethical dilemmas. Ethics is defined as a philosophy which includes moral principles to determine how a person behaves (Les Montja, 2016). An ethical dilemma is described as a moral problem when a decision is to be made between two options. To be specific, an example of a moral dilemma would be choosing between the testing of animals for medical, science or cosmetic purposes and deciding against the testing of animals. Throughout this unit, we explored many critical issues regarding science in society including funding, governmental views on science and media.

Science in society has been a very informative insight into how science is present in society. My involvement in this subject has been an important component to developing valuable skills and knowledge. My long-term goal is to become an intensive care paramedic and to achieve this goal, I have another 2-4 years of study left to complete. The skills I have acquired throughout this course have allowed me to become confident when discussing scientific topics and has enabled me to further advance my knowledge of science. This will be valuable in further medical and scientific studies, along with working in the health field.

References Eto, H. (2008). Scientometric definition of science: In what respect is the humanities

more scientific than mathematical and social sciences? Scientometrics, 76(1), 23-42. doi: 10.1007/s11192-007-1883-9 Gee, H. & Howlett, R. (2009). Evolution. Nature, 457(7225), 807. doi: 10.1038/457807a Grainger, A. (2010). What if…? Reflective practice: the importance of teamwork. British Journal of Healthcare Assistants, 4(6), 299-300. doi: 10.12968/bjha.2010.4.6.48494 Luke, H. (2011). Group dynamics and Team Building. Retrieved from Southern Cross University SCI10002 Blackboard site. Luke, H. (2019). Week 8: Science, Health & Nutrition (PowerPoint slides). Retrieved from Southern Cross University SCI10002 Blackboard site. Les Montja, M. (2016). DEFINITION of ‘ethics’ deconstructed. Accountancy SA, 5253. Retrieved from https://search-proquestcom.ezproxy.scu.edu.au/docview/1780967766?accountid=16926&rfr_id=info%3Axri %2Fsid%3Aprimo Pazameta, Z. (1999). Science vs Religion. The Skeptical Inquirer, 23, 37-39. Retrieved from https://search-proquestcom.ezproxy.scu.edu.au/docview/219321999?accountid=16926&rfr_id=info%3Axri %2Fsid%3Aprimo Slattery, J. (2011). Noreen Herzfeld Technology and Religion: Remaining Human in a Co-created World. Theology and Science, 9(4), 471-473. doi: 10.1080/14746700.2011.616026 Toner, J. & Moran, A. (2016). On the importance of critical thinking: A response to Wulf’s (2015) commentary. Psychology of Sport and Exercise, 22, 339-340. doi: 10.1016/j.psychsport.2015.05.007 University of California Museum of Palaeontology. (2013). Summing up science and society. Understanding Science. Retrieved from https://undsci.berkeley.edu/

Zucca, L. (2014). A New Legal Definition of Religion? King’s Law Journal, 25(1), 5-7. doi: 10.5235/09615768.25.1.5...