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Selected Articles
Scientific Discovery and Inference: Between the Lab and Field in Biology.
An adequate account of how inferences and discoveries are made in modern biology is a difficult prospect for a philosopher. Do we really deduce conclusions from Darwin's principles? Once Darwinian biology is integrated with molecular biology, can we deduce the organism from its DNA? What does induction look like in an era where data sets are often too large to be processed by a human being? What is the role of abductive explanatory claims that try to define the biological individual in relation to the microbiome with which it may be associated, or to revise the notion of evolution when the interaction of organism and environment comes to seem much more complex than earlier generations imagined. How should we evaluate "origins of life" experiments conducted in the laboratory, where chemistry shifts to biology and we try to recreate early conditions on earth to which we have no empirical access? How are the carefully controlled conditions in the lab to be brought into productive relationship with the messy, contingent outdoor work of biologists in the field, studying crabs or eelgrass at the edge of the Pacific Ocean, or prairie plants at the end of woods, on the plains of the Midwest. To answer these questions, I sent my graduate student Tano Posteraro to work with Ted Grosholz, a marine biologist at the University of California / Davis, and my undergraduate student Alex Grigas to work with Ruth Geyer Shaw, a population geneticist at the University of Minnesota. They came back with complex and interesting answers to these questions
Working and Learning in a Field Excursion
This study aimed to discern sociocultural processes through which students learn in field excursions. To achieve this aim, short-term ethnographic techniques were employed to examine how undergraduate students work and enact knowledge (or knowing) during a specific field excursion in biology. The students participated in a working practice that employed research methods and came to engage with various biological phenomena over the course of their work. A three-level analysis of the students' experiences focused on three processes that emerged: participatory appropriation, guided participation, and apprenticeship. These processes derive from advances in practice-oriented theories of knowing. Through their work in the field, the students were able to enact science autonomously; they engaged with peers and teachers in specific ways and developed new understandings about research and epistemology founded on their experiences in the field. Further discussion about the use of "practice" and "work" as analytical concepts in science education is also included.
Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review
There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education in several scientific databases. The article provides an overview of 24 selected articles published in peer-reviewed scientific journals from 2006-2016. The data was analyzed using qualitative content analysis. Altogether, 16 journals were selected and 24 articles were analyzed in detail. The foci of the analyses were teaching methods, learning environments, knowledge and thinking skills, psychomotor skills, emotions and attitudes, and evaluation methods. Additionally, features of good methods were investigated and their implications for teaching were emphasized. In total, 22 different teaching methods were found to improve sustainability education in different ways. The most emphasized teaching methods were those in which students worked in groups and participated actively in learning processes. Research points toward the value of teaching methods that provide a good introduction and supportive guidelines and include active participation and interactivity.
