TY - JOUR
T1 - Technology, accuracy and scientific thought in field camp: An ethnographic study
AU - Feig, Anthony D
PY - 2010
Y1 - 2010
N2 - 1
An ethnographic study was conducted on an undergraduate field course to
observe and document lived experiences of students. This paper evaluates one of
several emergent themes: that of technology dependence, and how it informs students’
understanding of scientific reality. In the field, students tried to arm themselves with as
high a degree of precision as possible. They assumed that technology was equated with
precision, and in turn, precision with scientific reality; i.e., accuracy. Students rejected
the notion that in some situations, low levels of precision may be “good enough” to be
accurate.
This theme of technology dependence suggests five broad implications. First,
students are rarely taught, and rarely understand, the difference between precision and
accuracy. Second, students should be taught to appraise a situation to apply an
appropriate level of precision, rather than to assume that more is better. Third, students
should be taught to value the process of doing things “by hand,” such as locating
oneself on a topographic map. Fourth, students should have ample opportunity to
explore the complexities of physical and scientific reality. Finally, field camp is a late
opportunity for shaping the professional growth of future geoscientists, and thus
deserves a prominent place in geoscience curricula.
AB - 1
An ethnographic study was conducted on an undergraduate field course to
observe and document lived experiences of students. This paper evaluates one of
several emergent themes: that of technology dependence, and how it informs students’
understanding of scientific reality. In the field, students tried to arm themselves with as
high a degree of precision as possible. They assumed that technology was equated with
precision, and in turn, precision with scientific reality; i.e., accuracy. Students rejected
the notion that in some situations, low levels of precision may be “good enough” to be
accurate.
This theme of technology dependence suggests five broad implications. First,
students are rarely taught, and rarely understand, the difference between precision and
accuracy. Second, students should be taught to appraise a situation to apply an
appropriate level of precision, rather than to assume that more is better. Third, students
should be taught to value the process of doing things “by hand,” such as locating
oneself on a topographic map. Fourth, students should have ample opportunity to
explore the complexities of physical and scientific reality. Finally, field camp is a late
opportunity for shaping the professional growth of future geoscientists, and thus
deserves a prominent place in geoscience curricula.
M3 - Article
AN - SCOPUS:78549280123
SN - 1089-9995
JO - Journal of Geoscience Education
JF - Journal of Geoscience Education
ER -