The purpose of this article is to present an evidence-supported curriculum covering the fundamentals of logic, reasoning, and argumentation skills to address the emphasized basic knowledge, skills, and abilities required to be scientifically literate, which will prepare the public to understand and engage with science meaningfully. An analytic-synthetic approach toward understanding the notion of public is taken using a theoretical biomimetics framework that identifies naturally occurring objects or phenomena that descriptively captures the essence of a construct to facilitate creative problem- solving. In the present case, the problem being solved is how to reconcile what is meant by public, how it ought to be interpreted, determining the diverse levels of confidence in science that exist, and various understandings of science all with one another. The results demonstrate there is an inherent denotative-connotative inconsistency in the traditional notion of public that can be explicated through the concept of a fractal allowing for comprehension of the relationship between public confidence in, and understanding of, science.

中文翻译：

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逻辑，推理和论证基础：以证据为基础的课程，以科学素养为目标，以提高公众对科学的理解和参与

本文的目的是提供一个证据支持的课程，涵盖逻辑，推理和论证技能的基础知识，以解决需要具备科学知识的基础知识，技能和能力，这将使公众为理解和参与做好准备。科学意义深远。通过理论仿生框架采用分析综合方法来理解公众概念，该框架可识别自然存在的物体或现象，这些物体或现象描述性地捕捉了构造的本质，从而有助于创造性地解决问题。在目前的情况下，要解决的问题是如何调和公众的涵义，应该如何解释，确定对科学存在的不同信心水平，以及对科学的各种理解。结果表明，在传统的公共观念中存在着内在的，指称的，矛盾的矛盾，这种矛盾可以通过分形的概念加以阐明，从而可以理解公众对科学的信任与理解之间的关系。