Student response to “hands-on” experience in crop science courses

1984 ◽  
Vol 13 (2) ◽  
pp. 85-89
Author(s):  
K. L. Buhr ◽  
D. A. Knauft
Keyword(s):  
Student Response ◽  
Science Courses ◽  
Crop Science ◽  
Hands On

scholarly journals Back in the saddle: student response to remote online equine science classes

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Courtney Merson ◽  
Francisco Javier Navas Gonzalez ◽  
Emma Orth ◽  
Anneli Adams ◽  
Amy McLean
Keyword(s):  
High School Students ◽  
Online Teaching ◽  
Student Response ◽  
School Students ◽  
Skill Sets ◽  
New Era ◽  
Science Courses ◽  
Hands On ◽  
Upper Level ◽  
Science Classes

Abstract The COVID-19 pandemic has challenged professors and students of all disciplines to adjust quickly to remote online teaching and education platforms. In this new era of remote teaching, a greater challenge has been presented in the field of equine science; how to effectively share knowledge that is most often demonstrated by providing students access to live, in-person animal examples. Historically, students and teachers believed skill sets, which are vital for future careers in the industry (e.g., veterinarian) must be learned through hands-on experience. However, in-person methods were not available, so students were taught through the Zoom platform. Students enrolled in various levels of equine science classes were invited to complete a short voluntary questionnaire measuring their response and perception to equine courses taught in an entirely online remote setting by the same professor. One group was comprised of undergraduates majoring in the field (n = 44) in upper level equine science courses, Advanced Equine Reproduction Physiology and/or Equine Enterprise. These students, 41 females and 3 males, ranged in age from 20 to 25 yr, were provided a voluntary questionnaire seeking responses related to the perceived effectiveness and individual preferences of in-class lectures and in-person labs vs. remote online teaching practices. A similar questionnaire was offered on a volunteer basis to precollege students (n = 17). These students, female, high-school students from freshman to senior status (14–18 yr of age), were interested in equine science as a major at UC Davis in the future. This questionnaire evaluated their response to a 2-week remote synchronous online equine science course, which included multiple teaching methods, including lectures, mini labs, and full labs. Responses from both populations suggested that equine courses were perceived as effective when offered as online, remote courses. Live (synchronous) classes and labs offered on Zoom increased engagement and interaction, but students also appreciated the opportunity to access recorded materials. Students responded positively to online remote teaching and found courses to be effective for increasing their knowledge about equine science in an engaging manner, despite their continued preference for in-person instruction.

Nitrogen Fixation: Fixing the Gap between Concept- & Evidence-Based Learning with Legume Biology

2019 ◽  
Vol 81 (4) ◽  
pp. 250-255
Author(s):  
Christopher P. Krieg ◽  
Rebecca A. Valls ◽  
Sarah Vatland ◽  
Jennifer Gordinier ◽  
Stephanie S. Porter ◽  
...  
Keyword(s):  
High School Students ◽  
Student Attitudes ◽  
Environmental Science ◽  
School Students ◽  
Research Skills ◽  
Science Courses ◽  
Hands On ◽  
Course Material ◽  
Classroom Inquiry ◽  
Post Hoc

Students often struggle to connect concepts with evidence, sometimes because development of research skills has not been emphasized in their science courses. We developed a strategy and protocol to train high school students in research and experimental investigation of questions related to course material on legume biology. The richness of this subject matter allows for adaptations of our framework to address diverse areas of science, including principles in ecology, environmental science, agriculture, microbiology, and evolution. Our framework includes a hands-on classroom inquiry that investigates the symbiotic relationship between nitrogen-fixing rhizobial bacteria and legumes. This student-led, inquiry-based project employs an intellectually demanding, hands-on method of education to build critical research skills using an adaptable model and inexpensive materials. We also report positive student feedback from a post hoc survey to gauge student attitudes toward the activity and the effectiveness of this framework.

scholarly journals Gaining Hands-on Experience via Collaborative Learning: Interactive Computer Science Courses

2015 ◽  
Vol 10 (3) ◽  
pp. 34
Author(s):  
Anna Danielewicz-Betz ◽  
Tatsuki Kawaguchi
Keyword(s):  
Collaborative Learning ◽  
Web Application ◽  
Resource Constraints ◽  
Collaborative Teaching ◽  
Added Value ◽  
Application Development ◽  
Internet Applications ◽  
Science Courses ◽  
Computer Science Courses ◽  
Hands On

In this paper we report on the practical outcomes of Software Studio (SS) undergraduate course, but also on a graduate Software Engineering for Internet Applications (SEIA) course, both of which are taught collaboratively by IT and non-IT faculty members. In the latter, students are assigned to projects proposed by actual customers and work together in teams to deliver quality results under time and resource constraints. We are interested in the learning results, such as skills acquired, e.g. by analysing the interaction between students and customers to determine how and to what degree the students transform through project based collaborative learning. As for the SEIA course, the primary goal is to allow students to manage a relatively large number of tools with little prior knowledge and having to work out how to obtain detailed information about given features, when required. In other words, students have to understand the key ideas of web application development in order to be able not only to apply technical knowledge, but also to successfully interact with all the stakeholders involved. In the process, we look for the added value of collaborative teaching, aiming at equipping the participants with both technical and non-technical skills required for their prospective jobs.

scholarly journals Implementasi Research Based Learning (RBL) pada Mata Kuliah IPA Terpadu di Pro-gram Studi Pendidikan Fisika

2019 ◽  
Vol 3 (1) ◽  
pp. 82
Author(s):  
Fanny Rahmatina Rahim
Keyword(s):  
Physics Education ◽  
Student Response ◽  
Control Group ◽  
Control Group Design ◽  
Integrated Science ◽  
Science Courses ◽  
Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Cluster Random Sampling

To help realize UNP's vision towards a research-based university, awareness of Educators is needed to be active in providing innovation in classroom learning such as transforming conventional learning into research-based learning. This aim of this study was to analyze the implementation of research-based learning in Integrated Science courses Class VII in an effort to improve the ability to think critically and creatively. The study used the Quasi Experimental Research method with the design of the Pretest-posttest Control Group Design. The study was conducted in two sample classes obtained from cluster random sampling techniques by providing research-based learning treatment to the experimental class and ordinary learning to the control class. The research data was pre-test and post-test instrument, student response questionnaire and observation sheet during the learning process. With the implementation of research-based learning, the ability to think critically and creatively students of Physics Education FMIPA UNP was expected to be able to increase.

Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades

2016 ◽  
Vol 17 (1) ◽  
pp. 197-208 ◽  
Author(s):  
Jack F. Eichler ◽  
Junelyn Peeples
Keyword(s):  
General Chemistry ◽  
Active Learning ◽  
Case Studies ◽  
Flipped Classroom ◽  
Student Response ◽  
Collaborative Group ◽  
Grade Point ◽  
Science Courses ◽  
Introductory Science ◽  
Large Enrollment

In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250–500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes.

Incorporating Primary Literature in Undergraduate Crop Science Courses

2006 ◽  
Vol 35 (1) ◽  
pp. 225-233 ◽  
Author(s):  
Lori K. Scott ◽  
Steve R. Simmons
Keyword(s):  
Science Courses ◽  
Crop Science ◽  
Primary Literature

scholarly journals Using Virtual Laboratory Environment for Science Education in Different Educational Settings

2021 ◽  
pp. 475-485
Author(s):  
Athanasios Sypsas ◽  
Evgenia Paxinou ◽  
Dimitris Kalles
Keyword(s):  
Virtual Reality ◽  
Learning Experience ◽  
Optical Microscope ◽  
Virtual Laboratory ◽  
Educational Settings ◽  
Science Courses ◽  
Upper Secondary Education ◽  
Virtual Laboratories ◽  
Hands On ◽  
Biology Lab

Although hands-on laboratory experiments have been traditionally used in education, virtual laboratories have become popular in science courses due to their specific features. In this study, we asked for the students’ opinion on using a 3D desktop-based virtual reality biology lab in two different educational settings, upper secondary education (Lyceum) and University. Our findings indicate that both Lyceum and University students found the use of the virtual laboratory interesting, when learning and practicing on the use of an optical microscope. According to the students’ answers in a specially designed Likert-style questionnaire, this virtual reality-based learning experience was rather satisfactory, helped them easily understand the new topic of microscopy and filled them with confidence regarding their capability to conduct the specific microscopy experiment in a real biology lab. These results, combined with similar findings from other studies, suggest that virtual environments are viewed favourably by students and could be used supplementary to traditional teaching methods applied in hands-on laboratories in different educational settings.

scholarly journals Development and Implementation of a Nonmajors Horticultural Survey Class

2003 ◽  
Vol 13 (1) ◽  
pp. 196-199
Author(s):  
Jennifer Campbell Bradley ◽  
Dennis McConnell ◽  
Michael Kane ◽  
Grady Miller
Keyword(s):  
Student Response ◽  
University Of Florida ◽  
Entry Level ◽  
Agriculture Programs ◽  
Hands On ◽  
Popular Appeal ◽  
New Students ◽  
The University ◽  
Classroom Presentation ◽  
First Time

Attracting new students into traditional agriculture programs has become increasingly difficult. Offering a survey course as a means for introducing students to agriculture is a concept with popular appeal. As a recruiting effort, and as a method of introducing students to horticulture, the Environmental Horticulture Department at the University of Florida, Gainesville, designed a one-credit course for nonmajors. The course was structured to provide a broad overview of horticulture, emphasizing plant use to enhance interior and exterior environments. The intent was to develop a course somewhat similar to an entry-level course for majors, but with each lecture devoted to a single, self-contained topic. When feasible, hands-on activities were incorporated within the classroom presentation. The course ORH 1030-Plants, Gardens, and You was offered for the first time in Summer 1997. It is now offered every semester. The course has one faculty assigned each semester and various other faculty members, including teaching, research, and extension specialists, participate as guest lecturers. Methods to improve the course are discussed by the faculty presenters and the course coordinator each term. Student response to ORH 1030 has been favorable, ratings are high and enrollment in the course has continued to rise from 30 to our current cap of 100. As a means of ensuring that we are meeting the needs of our students and to aid in targeting potential students, a survey was administered in Spring 2000. Students enrolled in the course were surveyed at the beginning and the end of the semester to gain insight into student demographics, horticulture background and experience, reasons for enrollment in the class, and overall interest in the course.

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