The Role of Field Study in Humanistic and Interdisciplinary Environmental Education

Alagona, Peter S.; Simon, Gregory L.

doi:10.5193/jee.32.3.191

Cited by 14 publications

(13 citation statements)

References 33 publications

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“…Field sites/stations allow understanding of natural history, evolution, and behavior, while inspiring students, members of local communities, and global citizens. Many researchers cite a field experience as inspiration for their current work . Researchers argue that there are many benefits to research at long‐term field sites including improving the understanding of primate behavioral variability, understanding the effects of climate change, and measuring responses to selective logging, as well as establishing consistent funding and benefits to local human communities …”

Section: Introductionmentioning

confidence: 99%

The what and where of primate field research may be failing primate conservation

Bezanson

McNamara

2019

Evolutionary Anthropology

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With approximately 30% of nonhuman primate species listed as critically endangered, the window of opportunity to conserve primates is closing fast. In this article, we focus on the degree to which publications in field primatology are biased in favor of particular taxa and field sites. We examined more than 29,000 peer‐reviewed articles and identified 876 field visits to 349 field sites. We found a highly clumped distribution by site and species. We also examined publication ethical statements and the extent to which they acknowledged local human communities (<5%). Due to a lack of consistency across publications, we provide recommendations for improving ethical statements and for evaluating research impact. Given the plight of primate biodiversity, these results suggest broader coverage of primate species and geographies, as well as more attention to the local human communities whose support is necessary if the intent is to have primate species in the wild in the 22nd century.

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Section: Introductionmentioning

confidence: 99%

The what and where of primate field research may be failing primate conservation

Bezanson

McNamara

2019

Evolutionary Anthropology

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“…Learning in the outdoors can engage learners in interdisciplinary thinking (e.g., Alagona & Simon, 2010;Bunting, 2006;Rickinson et al, 2004;Sibthorp, 2003). Whereas the term "multidisciplinary" refers to approaching a problem from different disciplinary angles, interdisciplinary thinking aims for a higher level of coherence and integration where different disciplinary perspectives are integrated to create "own theoretical, conceptual and methodological identity" (van den Besselaar & Heimeriks, 2001, p. 705).…”

Section: Interdisciplinary Thinking Through Environmental Interactionmentioning

confidence: 99%

“…Several studies on outdoor learning have evidenced that the interaction with the physical and social environment has engendered deep learning when learners directly experienced those inter-relationships. For instance, a study by Alagona and Simon (2010) found that college students who participated in the environmental studies field course about the High Sierra region were able to engage in a coherent and constructive discourse. These students were able to integrate knowledge from the natural sciences, social sciences, and humanities.…”

Section: Interdisciplinary Thinking Through Environmental Interactionmentioning

confidence: 99%

“…Empirical research on outdoor learning has evidenced that interaction with the real-world environment enables learners to contextualize and to concretize learning (e.g., Alagona & Simon, 2010;Bunting, 2006;Dillon et al, 2006;Kerawalla et al, 2012;Maulucci & Brotman, 2010;Maynard & Waters, 2007;Orion & Hofstein, 1994). The growing body of literature on outdoor learning epitomizes the authenticity of the learning platform to engage learners and to enhance the meaning-making process.…”

Section: Introductionmentioning

confidence: 99%

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Role of environmental interaction in interdisciplinary thinking: from knowledge resources perspectives

Tan

2018

The Journal of Environmental Education

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This article examined the role of environmental interaction in interdisciplinary thinking and the use of different knowledge resource types. The case study was conducted with two classes (N = 40) of 8th-grade students, ages 13 to 14. The outdoor trail aimed to help students synthesize history, geography, and science knowledge. Two groups' discourse from each class was audio-recorded and transcribed for content analysis. We coded the discourse to examine: (i) the use of different knowledge resource types (i.e., contextual resource, new conceptual resource, prior knowledge resource); (ii) the relationship among these knowledge resource types; and (iii) evidences of interdisciplinary thinking. Findings showed that contextual resources enhanced students' capacity to develop new conceptual resources and to activate prior knowledge resources. Further, about 80% of students' discourse demonstrated interdisciplinary connections of two subjects.

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“…Additionally, there are numerous field school/study abroad opportunities as many different disciplines are integrating hands‐on experience in environmental education [e.g. Alagona & Simon, ; Hodder, ; MacKinnon, ]. The Organization of Biological Field Stations listed 268 member stations and 21 field course opportunities from July to August 2012 alone [http://www.obfs.org, July 10, 2012].…”

Section: Introductionmentioning

confidence: 99%

Reducing the Ecological Impact of Field Research

Bezanson

Stowe

Watts

2012

American J Primatol

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Researchers and students at biological field stations, especially in remote areas, are subject to leaving "footprints," as we conduct research, work, and live in sensitive ecosystems. These footprints include travel, personal trash and waste, and field equipment (e.g. flagging, tree markers, plot markers, trail markers, monitoring devices, etc.). In this commentary, we argue that the field of primatology's commitment to minimum impact research should be more explicitly and visibly integrated into our ethical protocols with regard to field research and instruction in sensitive environments. We review current ethical codes and potential solutions to reducing our "researcher footprints" while conducting fieldwork. Using Costa Rica as an example, we address how sustainable fieldwork differs among varying cultural contexts and argue that researchers should be made responsible and accountable for how our presence, research, and teaching might impact the environment. We conclude by recommending a set of guidelines to be added to ethical protocols regarding research design, station policies, and the conduct of research and teaching in the field.

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The Role of Field Study in Humanistic and Interdisciplinary Environmental Education

Cited by 14 publications

References 33 publications

The what and where of primate field research may be failing primate conservation

The what and where of primate field research may be failing primate conservation

Role of environmental interaction in interdisciplinary thinking: from knowledge resources perspectives

Reducing the Ecological Impact of Field Research

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