NES8314 : Critical Thinking and Analysis for Evidence-Based Environmental Science
NES8314 : Critical Thinking and Analysis for Evidence-Based Environmental Science
- Offered for Year: 2024/25
- Module Leader(s): Dr Marie McIntyre
- Lecturer: Dr Gavin Stewart, Mr Ryan Woodward
- Owning School: Natural and Environmental Sciences
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
A wealth of research data is available both via peer-reviewed scientific literature and online from environmental, ecological and wildlife studies. However, making informed decisions based on these data can be challenging: different research studies may have different sample-sizes, aims, objectives, and the amount of information reported may be variable. Search strategies for published data must be done in a rigorous manner to ensure that the data used in subsequent analyses is not inadvertently biased. The module will equip students with excellent, transferrable skills for rapid reviews, systematic mapping, evidence synthesis etc. Students will be taught how to understand the reporting of findings in the scientific literature. Students will also gain skills in modern software screening approaches to aid the filtering of large numbers of references.
Outline Of Syllabus
• Systematic reviews – why are they needed, approaches, strategies
• History of systematic review and meta-analysis: medicine and ecology/environmental science
• How to undertake a systematic review, use of key words and search terms
• Data management in systematic reviews – what data must be available and recorded in order for it to be useful
in subsequent meta-analysis
• How to report systematic reviews – PRISMA diagrams, flowcharts and similar methods
• Using systematic reviews, evidence synthesis etc. to aid environmental decision-making
Learning Outcomes
Intended Knowledge Outcomes
By the end of the module students will:
1. know the different types of scientific data available in published format, and online, and understand
differences in their reliability
2. know how to select appropriate search terms and key words to undertake systematic literature reviews
3. be aware of different approaches to undertaking a systematic review, and how this can be aided through
appropriate software and data management techniques
4. be familiar with standard reporting of systematic reviews, to inform other readers of their findings
5. know what is meant by ‘meta-analysis’ and how this differs from conventional statistical techniques,
understand meta-analysis theory, different types of meta-analysis, know how to interpret meta-analyses
Intended Skill Outcomes
1. Students will become skilled in evaluating the strengths and weaknesses of different types and sources of
published environmental data and reports
2. gain skills in the core methods needed to undertake a systematic review
3. be able to use software to aid searching and storing data collected via systematic reviews
4. have good written communication skills so that findings can be reported clearly, including graphically
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 20:00 | 20:00 | Evidence synthesis assignment (KMM) |
| Guided Independent Study | Assessment preparation and completion | 1 | 20:00 | 20:00 | Systematic Review (GBS) |
| Scheduled Learning And Teaching Activities | Practical | 8 | 1:00 | 8:00 | Evidence synthesis (KMM) |
| Guided Independent Study | Skills practice | 1 | 19:00 | 19:00 | Shiny interactive website studies |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 1:00 | 4:00 | Systematic Review and critical appraisal (GBS) |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 2:00 | 4:00 | N/A |
| Guided Independent Study | Independent study | 1 | 124:00 | 124:00 | N/A |
| Scheduled Learning And Teaching Activities | Module talk | 1 | 1:00 | 1:00 | Module introduction and orientation |
| Total | 200:00 |
Teaching Rationale And Relationship
The practical classes will be PC-based, and give students experience in first, systematic reviews and collaborative searching of online records. They will be given example exercises using case studies that address topical environmental issues, so that they can develop their skills in undertaking systematic reviews, and then utilise software systems and/or add-on packages to undertake further reports.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 1 | M | 60 | systematic review and meta-analysis on a topic. Approx. 2000 words |
| Written exercise | 1 | M | 40 | Evidence mapping exercise |
Assessment Rationale And Relationship
After students have received the theoretical background in lectures, and obtained practical experience using the software to undertake the systematic reviews and mapping, the two case studies will provide them with the opportunity to demonstrate their ability to apply what they have learnt.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- NES8314's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- NES8314's past Exam Papers
General Notes
N/A
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The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.