On increasing the quality, reliabilty, and rigor of wildlife science

Memorized definitions of science and recipes for quantitative analyses are no substitute for critical thinking in wildlife science. Inadequately under standing the philosophy of science and the principles of sampling and exper imental design, not appreciating the differences between research hypothese s and statistical hypotheses, and between biological and statistical signif icance, and not viewing research questions within the context of ecological processes limit the quality of research efforts in wildlife science. Incre asing conceptual understanding of these issues will help wildlife scientist s, managers, and students develop the powerful tools necessary for creative , critical thinking.