The American Association for the Advancement of Science's report on Vision and Change in Undergraduate Biology Education suggests that instructors "can no longer rely solely on trying to cover a syllabus packed with topics" but rather should "introduce fewer concepts but present them in greater depth." They further suggest that the principles embodied in a set of core concepts and competencies should be the basis for all undergraduate biology courses, including those designed for nonmajors. The theme of Tools for Critical Thinking in Biology will be the first and most fundamental of these competencies: the ability to apply the process of science. Biology courses and curricula must engage students in how scientific inquiry is conducted, including evaluating and interpreting scientific explanations of the natural world. The book uses diverse examples to illustrate how experiments work, how hypotheses can be tested by systematic and comparative observations when experiments aren't possible, how models are useful in science, and how sound decisions can be based on the weight of evidence even when uncertainty remains. These are fundamental issues in the process of science that are important for everyone to understand, whether they pursue careers in science or not. Where other introductory biology textbooks are organized by scientific concepts, Tools for Critical Thinking in Biology will instead show how methods can be used to test hypotheses in fields as different as ecology and medicine, using contemporary case studies. The book will provide students with a deeper understanding of the strengths and weaknesses of such methods for answering new questions, and will thereby change the way they think about the fundamentals of biology.

The American Association for the Advancement of Science's report on Vision and Change in Undergraduate Biology Education suggests that instructors "can no longer rely solely on trying to cover a syllabus packed with topics" but rather should "introduce fewer concepts but present them in greater depth." They further suggest that the principles embodied in a set of core concepts and competencies should be the basis for all undergraduate biology courses, including those designed for nonmajors. The theme of Tools for Critical Thinking in Biology will be the first and most fundamental of these competencies: the ability to apply the process of science. Biology courses and curricula must engage students in how scientific inquiry is conducted, including evaluating and interpreting scientific explanations of the natural world. The book uses diverse examples to illustrate how experiments work, how hypotheses can be tested by systematic and comparative observations when experiments aren't possible, how models are useful in science, and how sound decisions can be based on the weight of evidence even when uncertainty remains. These are fundamental issues in the process of science that are important for everyone to understand, whether they pursue careers in science or not. Where other introductory biology textbooks are organized by scientific concepts, Tools for Critical Thinking in Biology will instead show how methods can be used to test hypotheses in fields as different as ecology and medicine, using contemporary case studies. The book will provide students with a deeper understanding of the strengths and weaknesses of such methods for answering new questions, and will thereby change the way they think about the fundamentals of biology.

All too often, individuals engaged in the biomedical sciences assume that numeric data must be left to the proper authorities (e.g., statisticians and data analysts) who are trained to apply sophisticated mathematical algorithms to sets of data. This is a terrible mistake. Individuals with keen observational skills, regardless of their mathematical training, are in the best position to draw correct inferences from their own data and to guide the subsequent implementation of robust, mathematical analyses. Volume 2 of Logic and Critical Thinking in the Biomedical Sciences provides readers with a repertoire of deductive non-mathematical methods that will help them draw useful inferences from their own data.Volumes 1 and 2 of Logic and Critical Thinking in the Biomedical Sciences are written for biomedical scientists and college-level students engaged in any of the life sciences, including bioinformatics and related data sciences. Demonstrates that a great deal can be deduced from quantitative data, without applying any statistical or mathematical analyses Provides readers with simple techniques for quickly reviewing and finding important relationships hidden within large and complex sets of data Using examples drawn from the biomedical literature, discusses common pitfalls in data interpretation and how they can be avoided

Science is not a collection of facts. Science is the process by which we draw inferences from facts. Volume I of Logic and Critical Thinking in the Biomedical Sciences invites readers to linger over a collection of common observations to see what inferences can be drawn, when one applies a bit of deductive logic. If we just think about what we observe, it is often possible to discover profound biomedical insights.Volumes 1 and 2 of Logic and Critical Thinking in the Biomedical Sciences are written for biomedical scientists and college-level students engaged in any of the life sciences, including bioinformatics and related data sciences. Provides a strong introduction to deductive methods that can be directly applied to the biomedical sciences Using hundreds of examples, shows how creative scientists draw important inferences from observations that are often ignored by their peers Discusses complex biological and medical concepts in a relaxed manner, intended to focus the reader’s attention on the deductive process, without dwelling excessively on details