Accelerate Synthesis in Ecology and Environmental Sciences

Carpenter, Stephen R.; Armbrust, E. Virginia; Arzberger, Peter; Chapin, F. Stuart; Elser, James J.; Hackett, Edward J.; Ives, Anthony R.; Kareiva, Peter; Leibold, Mathew A.; Lundberg, Per; Mangel, Marc; Merchant, Nirav; Murdoch, William W.; Palmer, Margaret A.; Peters, Debra P. C.; Pickett, Steward T. A.; Smith, Kathleen K.; Wall, Diana H.; Zimmerman, Ann

doi:10.1525/bio.2009.59.8.11

Cited by 142 publications

(110 citation statements)

References 6 publications

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“…Data's ever-increasing volume and variety has exacerbated scientific specialization and knowledge fragmentation (Sidlauskas et al, 2010;Hampton & Parker, 2011). However, the complexity of the environmental challenges we face today demands solutions that transcend traditional disciplinary boundaries (Carpenter et al, 2009) (Lynch et al, 2015).…”

Section: Calls To Action For Is Scholars To Tackle Grand Societal Chamentioning

confidence: 99%

Information Systems Solutions for Environmental Sustainability: How Can We Do More?

Gholami

Watson²,

Hasan

et al. 2016

JAIS

127

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Section: Calls To Action For Is Scholars To Tackle Grand Societal Chamentioning

confidence: 99%

Information Systems Solutions for Environmental Sustainability: How Can We Do More?

Gholami

Watson²,

Hasan

et al. 2016

JAIS

127

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“…New pathways of exploration and enabling technologies fostered a new type of ecological research exploring spatial scale and macroecology (Gaston and Blackburn 2000 ;Schneider 2001 ). But the pace of integrating and synthesizing information has been slow (Carpenter et al 2009 ). In the 1960s to 1980s social science borrowed ecological terms and analyses such as energy fl ow studies, adaptation studies and the ecosystem concept and several important studies emerged (e.g., Vayda and McCay 1975 ;Thomas 1976 ).…”

Section: Integrated Modelingmentioning

confidence: 99%

Simulation as an Approach to Social-Ecological Integration, with an Emphasis on Agent-Based Modeling

Boone

Galvin

2014

Understanding Society and Natural Resources

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“…Peer review has become incorporated into both secondary and tertiary science education programmes (Bower & Richards, 2006;Bulte, Westbroek, De Jong, & Pilot, 2006;Reynolds & Moskovitz, 2008;Santucci et al, 2008), postgraduate students are indoctrinated with a "publish or perish" mantra (Caon, 2008a(Caon, , 2008b and the formation of ostensibly collaborative, covalidating professional networks or conglomerates is both implicitly and explicitly espoused as more meaningful than small-scale, independent research (Australian_Research_Council, 2008;Carpenter et al, 2009;Feller & Cozzens, 2008;Santucci et al, 2008;Wilkinson, 2009). In this sense, the operational reality of science is not necessarily dissimilar to other fields of endeavour, but as long as there is apposition of perceived and proximal realities, there is little hope of lasting commitment to policies and practices capable of facilitating genuine creativity (Schmidt, 2010).…”

Section: The Reality Of Scientific Practicementioning

confidence: 99%

Creativity in Science: Tensions between Perception and Practice

Schmidt¹

2011

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Many countries are reviewing science education programmes and implementing new pedagogical paradigms aimed at reversing a trend of declining enrolments. A key factor in this decline is a public perception that science is not a creative endeavour. Attempts to reframe public perception tend to focus on primary and secondary schooling, but do little to address ongoing declines in quality and originality of intellectual output beyond the high-school environment. To overcome systemic devaluation of science requires appreciation of the complex, dynamic, and often stochastic, interplay of sociocultural, psychological and cognitive factors that drive human creativity. Viewing creativity from this perspective reveals tensions between perception and practice that limit opportunities for students, science educators and scientists. Resolving the tension requires integration of developmental, psychometric and sociocultural discourses of creativity in ways that generate opportunities for individuals at all levels of education and practice to: 1) acquire a high level of domain-specific knowledge; 2) practise application of that knowledge in developing solutions to problems across a gradient of difficulty and; 3) be challenged to integrate their knowledge of science with their knowledge of other fields to pursue and solve problems with personal relevance.

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Accelerate Synthesis in Ecology and Environmental Sciences

Cited by 142 publications

References 6 publications

Information Systems Solutions for Environmental Sustainability: How Can We Do More?

Information Systems Solutions for Environmental Sustainability: How Can We Do More?

Simulation as an Approach to Social-Ecological Integration, with an Emphasis on Agent-Based Modeling

Creativity in Science: Tensions between Perception and Practice

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