Download or read book A Comparison of Direct Instruction and Experiential Learning Techniques to Assess Agricultural Knowledge and Agricultural Literacy Gains in Private School Students written by Timothy Bradford (Jr.) and published by . This book was released on 2016 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States has shifted from a once agrarian, to a predominantly urban society (Riedel, 2006). Currently, less than 2% of the U.S. population live on farms. Coupled with urbanization, this has contributed to the decline of an agriculturally literate population (EPA, 2013; Kovar & Ball, 2013). One strategy to alter the public’s perception of agriculture and increase agricultural literacy is implementing an educational environment that promotes agricultural activities via experience (Blair, 2009). Experiential learning has been championed by prominent educational theorists John Dewey and David Kolb. Experiential learning is conceptualized as a process where relevant experiences are the foundation of learning and which allow for deeper connections between the learner and the subject. This study was a mixed methods design conducted at three private schools in Northeast Mississippi during the Spring of 2015. Tenth grade biology students were taught six (6) lessons contextualized in agriculture, with one group serving as a control group (no teaching), one group receiving direct instruction, and one group being provided with relevant experiences to agricultural topics. Results showed that distribution of post-test knowledge scores changed drastically by intervention groups. There were significant differences in post-test scores based on students’ involvement with experiential learning (p

Download or read book A Comparative Study of Agricultural Literacy of Urban Vs Rural 3rd and 4th Graders written by Leslie Marie Lewis and published by . This book was released on 2013 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Agricultural literacy is an important part of education in the United States. Public and policy maker understanding of agricultural and natural resources is a national research priority set forth by the American Association for Agricultural Education. The purpose of this study was to discover the level of agricultural literacy with third and fourth grade students in an urban area compared to students in a rural area before and after an agricultural program. Due to the ever increasing urban population students in today's world do not have the knowledge to be conversationally literate about agriculture. Agricultural programs have been put into place to help teach students about agriculture. This study employed a pretest and posttest, based upon the Food and Fiber Systems Literacy Framework, to determine if students were gaining agricultural knowledge through the Kids & Kows & More program. Data was compared to measure students' agricultural knowledge before and after the agricultural program. Overall, findings indicate that students do increase their knowledge from before to after an agricultural program. It was also found that urban students had a higher mean score on both the pretest and posttest. The study concluded that students involved in agricultural programs do increase their knowledge of agriculture through the teaching and experiential learning involved. Also, the study concluded that urban students have a higher level of agricultural literacy than rural students.

Download or read book Resources in Education written by and published by . This book was released on 1991-07 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effect of Experiential Learning in Undergraduate Students in the College of Agricultural Consumer and Environmental Sciences written by Kayla Marie Wells and published by . This book was released on 2016 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of agriculture requires sound theoretical frameworks applied in practical ways on a daily basis. A common teaching method at universities is experiential learning (EL). Thus, our problem statement was: Is experiential learning; overall and in varying categories; effective in improving knowledge gain and perceptions in students enrolled in selected classes in the college of ACES at New Mexico State University? Researchers' main objectives were to determine knowledge gained from EL and students' perceptions. They also sought to determine knowledge gained from traditional lecture and a hands-on activity. Pre-EL and post-tests were given over 20 EL topics and an additional pre-LEC test was administered for 6 hands-on topics. A now/then perception survey was given to report students' perceptions. Tests contained 5-10 questions, perception surveys were a 1-5 Likert scale across four categories of measurement: Familiarity (FAM), Satisfaction of Learning (SAT), Ability of Perform (PERF), and Importance of Learning (IMP). Each topic for pre-EL was categorized into Experiential Learning level: Minimal (MIN), Moderate (MOD), and Completely (COMP). Levels were determined by the amount of independent action students participated in. From pre-EL to post-test, students significantly (P = 0.0027) increased their knowledge overall. Students also significantly increased in each lab score level-MIN: (P = 0.0332), MOD: (P = 0.0035), COMP: (P = 0.0186). Finding also showed a significant (P= 0.0001) increase in student perception in all categories. Additionally, students-in the 6 hands-on topics-significantly increased (P= 0.0001) their knowledge between the pre-LEC and pre-EL-test, there was also a significant (P= 0.0104) increase between the pre-EL and post-test. For the 6 hands-on topics measured on 3 occasions, students significantly increased knowledge (P= 0.0001) between the pre-LEC and post-test. Overall, EL effectively increases students' knowledge and they perceive it to be beneficial to their future.

Download or read book Assessing Knowledge Aquisition Through Lecture and Cooperative Learning written by Beth Ann Jean Bills-Hunt and published by . This book was released on 2012 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, students entering secondary agricultural education programs have less knowledge and hands-on experience about agriculture than previous generations. Agricultural educators are challenged to vary teaching practices to meet student needs. The purpose of this study was to determine if there is a difference in knowledge acquisition between students enrolled in secondary agricultural education classes taught by cooperative learning and lecture instruction. Additionally, this study explored the knowledge acquisition of traditional and non-traditional secondary agricultural education students and perceptions of instructional methods presented. Eight schools participated in the study. No significant difference was seen in test scores between methods of instruction, but a significant difference was noted between traditional and non-traditional students. Overall, students preferred the lecture based instruction. The study found that both methods of instruction improved knowledge acquisition. The study also found that traditional students had a higher gain in knowledge acquisition than non-traditional students.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1987 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Programmed instruction and Lecture discussion Methods Compared for Effectiveness in Teaching Agricultural Finance to Vocational Agriculture Students written by Otto Pearl Legg and published by . This book was released on 1962 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Science Process Skills written by Karen L. Ostlund and published by Addison Wesley Publishing Company. This book was released on 1992 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grade level: 1, 2, 3, 4, 5, 6, e, p, i, t.

Download or read book Understanding Agriculture written by National Research Council and published by National Academies Press. This book was released on 1988-02-01 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book responds to the widespread recognition among experts that our educational system needs to change in order to provide the skills and knowledge necessary to ensure the future vitality of U.S. agriculture. Understanding Agriculture focuses on agricultural literacy (education about agriculture) and vocational agricultural education (education in agriculture). The section on agricultural literacy addresses the teaching of science through agriculture, teacher education and training, model educational programs, community support, and agricultural career exploration programs. Vocational agricultural education is examined in terms of program enrollment, availability and content, supervised occupational experiences, the Future Farmers of America program, and teacher education and supply.

Download or read book The Effects of Experiential Learning with an Emphasis on Reflective Writing on Deep level Processing of Agricultural Leadership Students written by Copie D. Moore and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Colleges and universities throughout this great land are charged with the awesome responsibility of developing our youth into becoming productive, contributing citizens. More specifically, within these colleges and universities, instructors are instrumental in the development of students. Experiential learning, and, more importantly, reflective writing are important components of college instructors' repertoires. Learning is not complete without proper reflection. The purpose of this study was to examine upper-level undergraduate students' perceptions of learning in an agricultural leadership course that emphasized experiential learning methods. Specifically, this study examined student attitudes regarding experiential learning and if students used a surface or deep approach to learning. The respondents to the study included the students enrolled in ALED 340: Professional Leadership Development. This study employed procedures associated with mixed methods research. Within the quantitative portion of this study, the students were required to complete the revised two-factor Study Process Questionnaire pre-intervention and post-intervention. The intervention consisted of teaching strategies associated with experiential learning with an emphasis on reflective writing. Based upon the students' self-reported answers, it was determined that post-intervention scores for the Deep Approach Scale and the Surface Approach Scale were statistically similar to the students' pre-intervention scores. Teaching strategies associated with experiential learning with an emphasis on reflective writing did not have an influence on the way the students approached learning. Within the qualitative portion of the study and as a course requirement, the students were asked to keep a reflective journal. Upon completion of the course, the students were asked to prepare a reflective paper, which served as a comprehensive reflection of the course. Three themes emerged from the students' reflective journals and papers--the students' perceptions of experiential learning, the indicators of a deep approach to learning, and how learning was maximized. In conclusion, the students benefited greatly from receiving instruction associated with experiential learning, and the students did foster a deep approach to learning, regardless of their answers to the revised two-factor Study Process Questionnaire. Reflection completed the learning process for the students enrolled in ALED 340: Professional Leadership Development.

Download or read book Food Literacy written by Helen Vidgen and published by Routledge. This book was released on 2016-04-14 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: Globally, the food system and the relationship of the individual to that system, continues to change and grow in complexity. Eating is an everyday event that is part of everyone’s lives. There are many commentaries on the nature of these changes to what, where and how we eat and their socio-cultural, environmental, educational, economic and health consequences. Among this discussion, the term "food literacy" has emerged to acknowledge the broad role food and eating play in our lives and the empowerment that comes from meeting food needs well. In this book, contributors from Australia, China, United Kingdom and North America provide a review of international research on food literacy and how this can be applied in schools, health care settings and public education and communication at the individual, group and population level. These varying perspectives will give the reader an introduction to this emerging concept. The book gathers current insights and provides a platform for discussion to further understanding and application in this field. It stimulates the reader to conceptualise what food literacy means to their practice and to critically review its potential contribution to a range of outcomes.

Download or read book Experiential Learning written by David A. Kolb and published by Pearson Education. This book was released on 2015 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online.

Download or read book Successful Intelligence written by Robert J. Sternberg and published by . This book was released on 1996 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Argues people need 3 kinds of intelligence to be successful in life: analytical, creative and practical.

Download or read book Agricultural Literacy Assessment Among Secondary School Students written by Seburn L. Pense and published by . This book was released on 2002 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Evidence for Experiential Learning in Sustainable Agriculture Education Teaching Farms at Higher Education Institutions written by Melissa L. Mazurkewicz and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: According to Parr and Van Horn (2006), the agricultural community wants Higher Education institutions to provide more opportunities for education on sustainable agriculture. Teaching farms have the potential to offer students practical knowledge for their future careers (Andreasen, 2004). It is unclear if sustainable agriculture programs at Higher Education institutions are achieving the desired educational outcomes. There is a lack of research regarding the degree of cognitive engagement and educational quality at teaching farms (Parr, 2009). Purposive curricula needs to be designed and implemented utilizing the experiential learning model to enhance learning experiences and prepare future sustainable agricultural practitioners (Parr & Van Horn, 2006). The theoretical framework used was Kolb's (1984) cyclical four-stage experiential learning model. The first stage is concrete experience in which learners use their senses to experience the phenomenon (Kolb, 1984). During the reflective observation stage, learners try to make sense of the experience by breaking the information apart and internalizing it (Kolb, 1984). Generalizations are made during the abstract conceptualization stage. During active experimentation, learners test out their generalizations in a new situation (Kolb, 1984).

Download or read book Current Index to Journals in Education written by and published by . This book was released on 1991 with total page 1212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Early Learning Theories Made Visible written by Miriam Beloglovsky and published by Redleaf Press. This book was released on 2015-02-10 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom stories and photographs provide a dynamic way for early childhood professionals to understand child development theories