Document: FEL-3-1-1

Facilitating scientific thinking: The role of ecology in the epistemological development of college students.

KEESING, F.* ^1,2

Siena College, Loudonville, NY 12211 ¹
Institute of Ecosystem Studies, Millbrook, NY 12545 ²

Abstract:
From the point of view of an educator, the goals of a college education are twofold. First, students in college should learn the content of a specific field, and second, students should learn patterns of thought that transcend fields. I will characterize these patterns of thought, and argue that ways of gaining and evaluating knowledge in science share much in common with standards of good epistemology for all disciplines. If influencing the epistemological development of students is a primary goal of college, however, we have shockingly little evidence that we are accomplishing that goal. I will evaluate results from several studies about the effects of a college education on patterns of thought by students, with a focus on students of science. I will argue that one principal reason that the rate of growth in students of science appears to be so low is the lack of involvement by scientists in educational research. Given these arguments, I will suggest that ecologists in particular may have the potential to impact student cognitive development. I will outline aspects of ecology that are particularly well-suited for communicating elements of sound scientific thinking, including the social context of science and the unified nature of the scientific enterprise.

Keywords: education, epistemology

This abstract is being presented at: 8:45 AM in session:
Symposium # 1: Education and Human Resources Vice President's Symposium: Defining Ecological Thinking as a Goal for Ecology Education.