Paradigm Shifting through Socio-ecological Inquiry: Interdisciplinary Topics Global Field Study Research

摘要

This paper explores the notion of scholarly inquiry from a variety of science education perspectives. Such a perspective allows the individual to view scientific phenomenon from a variety of epistemologies when solving socio-ecological problems in the field. Concept models are used to simplify relationships towards understanding social-ecological systems as communication tools. Models quantitatively deliver empirical data, define questions and concepts, generate hypothesis, make predictions and determine the relationship between the whole and parts. Models explore ways to create new paths and determine what we know and what don't. Proper translation by using conceptual modeling can improve implications when making social and interdisciplinary connections. Common language for interdisciplinary research includes a place for human and ecology, and questions about processes and functions using scales. Scientist or social scientist when communicating dynamically about their topics in field studies or in their discipline should be able to shift gears when relating to papradigms such as from pragmatism, to interpretism or constructivism, or postmodernism to bracketing such as in case study. Paradigm shifting is necessary when collaborating & solving complex worldwide interdisciplinary field problems regarding natural resource management. It can also advance the design of new courses and interdisciplinary programs at universities.