One of the principles regarding our knowledge about life on earth is that no organism can be fully understood without taking into account its surrounding environment. This study examines the extent to which ecosystem-focused field studies may be associated with students' academic performance and potential to contribute to the advancement of science and conservation. Pilot studies conducted in Panama and California established methods used in this project from 1993-2003. Two hundred and sixty-seven students conducted field studies in either Kenya or Costa Rica. Students worked in cognitive apprenticeships, in which research staff trained each student to conduct field research. At the conclusion of their fieldwork, the research staff assessed the students written field reports. The students' reports were then sorted according to the extent to which their studies were ecosystem-focused. Data analysis through nonparametric, Kruskal-Wallis statistical tests revealed no significant difference in academic performance on field study reports, in regards to whether the studies were narrow in scope (species-specific) or broad (ecosystem-focused). Marginal significance was revealed between ecosystem-focused studies and the potential for students' fieldwork to contribute to the advancement of science and conservation. Also addressed in the data were injuries, disease, and potential hazards, which were influenced by prudent and decisive leadership. Successful field studies require consideration of the content, context, and design of the intended field projects. Many of the solutions to environmental problems on the planet will come from the working hands of teachers and students that conduct explorations in the field. / Life Sciences in Education / D. Phil. (Mathematics, Science and Technology Education)

One of the principles regarding our knowledge about life on earth is that no organism can be fully understood without taking into account its surrounding environment. This study examines the extent to which ecosystem-focused field studies may be associated with students' academic performance and potential to contribute to the advancement of science and conservation. Pilot studies conducted in Panama and California established methods used in this project from 1993-2003. Two hundred and sixty-seven students conducted field studies in either Kenya or Costa Rica. Students worked in cognitive apprenticeships, in which research staff trained each student to conduct field research. At the conclusion of their fieldwork, the research staff assessed the students written field reports. The students' reports were then sorted according to the extent to which their studies were ecosystem-focused. Data analysis through nonparametric, Kruskal-Wallis statistical tests revealed no significant difference in academic performance on field study reports, in regards to whether the studies were narrow in scope (species-specific) or broad (ecosystem-focused). Marginal significance was revealed between ecosystem-focused studies and the potential for students' fieldwork to contribute to the advancement of science and conservation. Also addressed in the data were injuries, disease, and potential hazards, which were influenced by prudent and decisive leadership. Successful field studies require consideration of the content, context, and design of the intended field projects. Many of the solutions to environmental problems on the planet will come from the working hands of teachers and students that conduct explorations in the field. / Life Sciences in Education / D. Phil. (Mathematics, Science and Technology Education)

New Caledonian crows (NC crows; Corvus moneduloides) are the most prolific avian tool-users and crafters, using up to three unique tool types derived from numerous plant materials. Since the discovery that wild populations of NC crows use and manufacture different tools in different locations with no measured environmental correlates to these distributions, the process by which NC crows acquire their tool-oriented behavior has been investigated. Two major findings were discovered in 2005: NC crows have a genetic predisposition to manipulate stick like objects, and they increase their rate of manipulation when exposed to social influences. Since then, much of the research into the sociality of wild NC crows has focused on direct social influences, especially the parent-juvenile relationship, yet no social network of wild NC crows has been described. In my thesis, I characterized a new proximity-logging device, Encounternet, and outline a four-step plan to assess error in animal borne devices; uncovered drivers, such as relatedness, space-use, and environmental factors, of wild NC crow sociality, and experimentally manipulated the social network, revealing immediate changes to the number of day-time and roosting partners, the breakdown of first-order relatedness driving sociality, and an increase in the amount of time NC crows associate; and revealed an indirect pathway via tools left behind by conspecifics allowing for the transmission of tool-properties between unrelated NC crows. Altogether, I furthered our understanding of wild NC crow sociality through the use of an animal-borne device, experimental manipulation in the wild measuring the response of the NC crow social network, and demonstrated the utility of animal-borne devices in mapping the network of a population of wild birds.