scholarly journals An Evaluation of the Junior Master Gardener Program in Third Grade Classrooms

2005 ◽  
Vol 15 (3) ◽  
pp. 443-447 ◽  
Author(s):  
Amy E. Dirks ◽  
Kathryn Orvis
Keyword(s):  
Informal Learning ◽  
Qualitative Data ◽  
Environmental Awareness ◽  
Third Grade ◽  
Knowledge Gain ◽  
Master Gardener ◽  
Interest In Science ◽  
Knowledge And Attitudes ◽  
Hands On ◽  
Specific Performance

Studies have shown gardening to have the potential to influence students in several positive ways. The hands-on and informal learning that occurs in these outdoor areas can be incorporated into all areas of the curriculum, fostering environmental awareness and increased interest in science. Junior Master Gardener (JMG) was chosen to be evaluated in 14 Indiana third grade classrooms as little formal classroom usage data exists for the program. It was hypothesized that the use of the program could help improve agriculture awareness and knowledge in youth. Quantitative and qualitative instruments and observations were utilized in a effort to evaluate knowledge gain and change of attitude towards the topics covered by the JMG curriculum; science, horticulture, and the environment. Student pre- and posttest results indicated overall significant gains in knowledge and attitudes. Performance was not attributed to student age, gender, race, or location of the school, although those schools with a garden achieved more positive gains in attitude and specific performance varied according to classroom. Qualitative data also indicated that the students enjoyed the program, shared what they learned with others, and wanted to participate in more JMG and gardening type activities. Teachers indicated that they were satisfied with the program in their classrooms and planned to reuse their JMG materials for future classes.

scholarly journals ‘It is a different type of learning’. A survey-based study on how simulation educators see and construct observer roles

2020 ◽  
pp. bmjstel-2020-000634
Author(s):  
Stephanie O’Regan ◽  
Elizabeth Molloy ◽  
Leonie Watterson ◽  
Debra Nestel
Keyword(s):  
Learning Outcomes ◽  
Qualitative Data ◽  
Small Sample ◽  
Learning Objectives ◽  
Learning Spaces ◽  
Scenario Design ◽  
Hands On ◽  
Exploratory Survey ◽  
Chi Squared ◽  
Frequency Counts

BackgroundSimulation is reported as an appropriate replacement for a significant number of clinical hours in pregraduate programmes. To increase access for learners, educators have looked to understanding and improving learning in observer roles. Studies report equivalent learning outcomes and less stress in observer roles. However, reports on the prevalence, use and perceived value of observer roles from the educator’s perspective are lacking.MethodsAn exploratory survey for Australian and New Zealand (ANZ) simulation educators based on literature findings was developed and piloted with a small sample (n=10) of like subjects for language, clarity, skip logic and completion time. The final survey comprised 36 questions. Quantitative data were analysed using Pearson’s chi-squared test, Welch’s ANOVA and exploratory factor analysis. Select qualitative data were analysed using content analysis and summarised with frequency counts and categorisation.ResultsTwo hundred and sixty-seven surveys were completed, with 221 meeting criteria for analysis. The observer role is widely used in ANZ and most learners experience both hands-on and observer roles. The location of observers is dependent upon several factors including facility design, learner immersion, scenario design and observer involvement. Verbal briefings and/or other guides are provided to 89% of observers to direct their focus and 98% participate in the debrief. Educators value observer roles but tend to believe the best learning is hands-on.ConclusionsThe learning in observer roles is less valued by educators than hands-on roles. Focused observation provides opportunities for noticing and attributing meaning, an essential skill for clinical practice. Learning spaces require consideration of scenario design and learning objectives. Scenario design should include objectives for observer roles and incorporate the observer into all phases of simulation. Attention to these areas will help promote the value of the different type of learning available in observer roles.

Can Interpretive Messages Change Park Visitors’ Views on Wildland Fire?

2005 ◽  
Vol 10 (2) ◽  
pp. 18-34 ◽  
Author(s):  
Rebecca Wiles ◽  
Troy E. Hall
Keyword(s):  
Attitude Change ◽  
National Park ◽  
Wildland Fire ◽  
Knowledge Gain ◽  
Knowledge And Attitudes ◽  
Persuasive Argument ◽  
Attitude Scales ◽  
Guided Tour ◽  
Knowledge Scale

This study evaluated the effect of differently formulated interpretive messages embedded in a 90-minute guided tour on Mesa Verde National Park visitors’ knowledge and attitudes about wildland fire. Using a Solomon four-group experimental design, 31 different groups of visitors ( N=496) received affective arguments, cognitive arguments, a combination of arguments, or no persuasive argument. All persuasive programs led to significant increases (one to two points) on a five-question knowledge scale and two attitude scales, although the three treatments did not differ in their effects. Attitudes became slightly more positive about the ecological role of fire and less negative about the destructive nature of fire. A slight priming effect of the pre-test was found for one measure but there were no effects on other measures, supporting the external validity of study findings. Attitude and knowledge changes related to fire were greater for those who had weaker prior attitudes or lower prior levels of knowledge. Counter to hypotheses, the personal relevance of fire and need for cognition did not exhibit a significant relationship to knowledge gain or attitude change.

scholarly journals Learning in Museums and Art Galleries in Nigeria: Exploring Arts-Based Adult Learning through Collections

Collections ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 42-61
Author(s):  
Paul Young Akpomuje
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Informal Learning ◽  
Culturally Diverse ◽  
Qualitative Data ◽  
Focus Attention ◽  
Art Galleries ◽  
History Museum ◽  
Cultural Contexts ◽  
Diverse World

The importance of arts-based adult education in today’s culturally diverse world cannot be overemphasized. Arts-based adult learning provides some of the important cultural contexts for informal learning. Other forms of adult learning—formal and nonformal—have also been immensely enriched by this form of adult education. Museums and art galleries are at the heart of arts-based learning. Whereas learning in the museum has gained attention in western climes, adult education researchers in Nigeria are yet to focus attention on this area of research. The aim of this study was to explore how collections in art galleries and museums provide important opportunities for adult learning in Nigeria. The specific objectives were to explore what adults learn when they interact with collections while visiting museums and art galleries and to highlight how they learn from these collections. Qualitative data were collected from five participants comprising visitors and curators in Natural History Museum, Obafemi Awolowo University, Ile-Ife, Nigeria, and the National Gallery of Arts, Osogbo, Nigeria, through interviews. The data were analyzed using content analysis.

Awaking Interest in Science Learning: Hands-On Photosynthesis Demonstrations Using Elodea canadensis and Spinacia oleracea

2019 ◽  
Vol 97 (2) ◽  
pp. 457-461
Author(s):  
M. Münkel-Jiménez ◽  
M. Bonilla-Araya ◽  
Ana D. Grey-Pérez ◽  
O. A. Herrera-Sancho
Keyword(s):  
Science Learning ◽  
Spinacia Oleracea ◽  
Elodea Canadensis ◽  
Interest In Science ◽  
Hands On

Online Experimentation @FEUP: five years of evaluations

2020 ◽  
Author(s):  
Diana Urbano ◽  
Maria De Fátima Chouzal ◽  
Maria Teresa Restivo
Keyword(s):  
Virtual Reality ◽  
Knowledge Gain ◽  
Individual Response ◽  
Design Development ◽  
Group Activities ◽  
The Past ◽  
Student Reaction ◽  
Hands On ◽  
Online Experimentation ◽  
Experimental Group

The Online Experimentation @FEUP lab gathers a set of experimental resources based on Augmented Reality, Virtual Reality and Haptic Systems. The design, development and implementation of those resources are guided by the following main goals: familiarizing students with the referred technologies, complement hands-on experimentation, motivate students and promote knowledge gain. A brief presentation of the online experimental activities most utilized and evaluated in the past five years in context of different undergraduate courses and at the K12 level is presented. In all the studies conducted, the strategies adopted involve pre- and post-testing to assess knowledge gain, experimental group activities, and individual response to surveys to assess student reaction. The results published in journals, conferences proceedings and book chapters are discussed.

scholarly journals The Idaho Master Gardener Program—Diverse, Different, and Meeting Local Needs

HortScience ◽  
2004 ◽  
Vol 39 (4) ◽  
pp. 784A-784
Author(s):  
Jo Ann Robbins* ◽  
Susan Bell ◽  
Tim Davis ◽  
Kevin Laughlin
Keyword(s):  
Problem Solving ◽  
Master Gardener ◽  
Hands On ◽  
County Extension ◽  
Good For ◽  
Unique Framework ◽  
One Year ◽  
Volunteer Commitment

Master Gardener training was first offered in Idaho in 1976. Univ. of Idaho (U of I) Master Gardener trainings are held in various counties and organized by county extension faculty. The number of Master Gardeners in Idaho is estimated at 1800. In 1993, U of I published the first edition of the Idaho Master Gardener Handbook. This 23-chapter state-specific handbook is revised annually. The first chapter outlines the Idaho Master Gardener guidelines. These were the first statewide guidelines. The Idaho program requires a minimum of 30 hours of classes and 30 hours of practicum/hands-on training (the volunteer commitment). Certification is received after these requirements are met and is good for one year. Annual recertification is provided through participation in Advanced Master Gardener trainings and activities. These recertification programs differ; depending on wants and needs within Idaho. The U of I Horticulture Programming Topic Team loosely organizes all county efforts, but there is no statewide Master Gardener program in Idaho. Each region and county brings a unique framework to the title Master Gardener. Hands-on training in many counties includes problem solving services to phone and office visiting clients. Other horticultural community and extension projects are the balance of the hands on hours. Idaho Master Gardeners also serve as uniquely qualified educators in a state as geographically diverse as Idaho. In 2001, the Idaho Junior Master Gardener Program began in cooperation with Idaho Master Gardeners and Texas A&M Univ.. Over 2000 youth and 200 adults have been involved in Idaho.

scholarly journals Service-learning Horticulture Students Benefit through Hands-on Science Activities with Elementary School Students

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1136E-1137
Author(s):  
Carl Motsenbocker ◽  
Leanna Smith
Keyword(s):  
Elementary Schools ◽  
Service Learning ◽  
Informal Education ◽  
Science Curriculum ◽  
Teaching Profession ◽  
Master Gardener ◽  
School Students ◽  
Regular School ◽  
Public Elementary Schools ◽  
Hands On

A garden-based science curriculum (Junior Master Gardener) was introduced into public elementary schools as an informal education program conducted by Master Gardener volunteers and service-learning university students. The program was held once a week for 2 hours during regular school hours with fifth grade classes. The service-learning students were enrolled in a senior level horticultural science education class. Students were surveyed pre- and post-program with the Science Teacher Efficacy Belief Instrument (STEBI-B, preservice), a background survey instrument, and weekly journals. There were significant differences in the students' perceived teaching efficacy pre- and post-program. Most of the student's STEBI scores either remained the same or increased over the semester. Overall, the service-learning college students had very positive responses to their experiences as teachers and mentors in public elementary schools. In addition, the students were able to use their horticultural skills and knowledge and they also gained an appreciation for the teaching profession.

scholarly journals Ghana and Guatemala: Clients and providers need better support and guidance on IUDs

2003 ◽  
Author(s):  
Keyword(s):  
Qualitative Data ◽  
Intrauterine Device ◽  
Secondary Analysis ◽  
Health Centers ◽  
Contraceptive Methods ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Knowledge And Attitudes ◽  
Rural And Urban ◽  
Depth Interviews

The intrauterine device (IUD) is a safe, effective, and reversible contraceptive method, however in many countries use of the IUD is stagnant or declining in relation to other contraceptive methods. In 2002, the Population Council investigated the reasons for low utilization of IUDs among women in Ghana and Guatemala. The studies examined clients’ and providers’ knowledge and attitudes about IUDs as well as factors within the health system that affect their use and availability. The studies took place at public, private, and nongovernmental health centers and clinics in both rural and urban settings. Researchers collected qualitative data using a combination of focus group discussions, in-depth interviews with providers, and visits from simulated clients enacting profiles of women wishing to space or limit pregnancies. The studies also included a secondary analysis of service statistics from government and private clinics. As concluded in this brief, lack of knowledge among providers and clients, logistical problems, and cumbersome guidelines contributed to low use of the IUD in Ghana and Guatemala. Efforts to improve use should include more comprehensive training for providers, education for clients, and logistical support.

scholarly journals Innovative Teaching of Botany to Master Gardener Trainees

HortScience ◽  
2006 ◽  
Vol 41 (4) ◽  
pp. 968C-968
Author(s):  
Linda McMahan
Keyword(s):  
Plant Anatomy ◽  
Master Gardener ◽  
Short Segment ◽  
Innovative Teaching ◽  
Plant Kingdom ◽  
Training Schedule ◽  
The Past ◽  
Hands On ◽  
Natural Diversity ◽  
Mineral Transport

The science of botany is often daunting to people who are training to become Master Gardener volunteers. However, the range of natural diversity of plants as well as practical information about plant anatomy are essential foundations for other parts of Master Gardener training. I will present a botany module that I have developed over the past 5 years. The module focuses on relevance to the trainee and builds on basic information to examine more complex aspects of botany, all in the space of the 3–6 hours often allotted for basic botany training. It begins with a “tour” of the plant kingdom and plant relatives like algae and fungi, mosses, liverworts, and ferns. I follow this with basic morphology of stems, roots, and leaves; this basic morphology is used to answer the question of how water and minerals move from the soil into and throughout plants, even reaching the height of the tallest tree. A short segment on mycorhizzae reinforces water and mineral transport, while providing a link to the plant kingdom tour. The mycorhizzal section also reinforces or complements training on soils, which is often presented in another portion of the training schedule. Finally, a segment on flowers introduces basic terminology and winds up a discussion of how to recognize monocotyledons and dicotyledons. Several optional hands-on activities help active learners assimilate the information and provide needed reflective time for more traditional learners. The module has been adopted as the official OSU Extension Master Gardener™ Program botany module in Oregon.

scholarly journals Stretching STEM: Using Picturebooks to Connect STEM and Literacy

2019 ◽  
Vol 17 (3) ◽  
pp. 23
Author(s):  
Mary-Kate Sableski
Keyword(s):  
Public Libraries ◽  
Stem Fields ◽  
Critical Fields ◽  
Interest In Science ◽  
Science Technology ◽  
Integral Component ◽  
Hands On ◽  
Library Programming ◽  
Minorities In Stem

STEM is an integral component to today’s library programming, engaging children in active, hands-on experiences and building interest in these critical fields. There is a documented dearth of representation across women and minorities in STEM fields, and programming in public libraries can help to close this gap by fostering an early interest in science, technology, engineering, and math in all children, regardless of their background or access to STEM curriculum in school.

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