A design process for developing agricultural life science‐focused model eliciting activities

Abstract

INTRODUCTION Agricultural literacy, inclusive of technology, science, and human dimensions, involves civic, cultural, and economic understandings (Knobloch et al., 2007; Meischen & Trexler, 2003). Organizations such as the National Center for Agricultural Literacy (NCAL, 2013) have emphasized the importance of agricultural literacy in the K-12 classrooms, moving past narratives of farming to a more national global perspective of conservation and humanitarian issues (Hess & Trexler, 2011; Trexler et al., 2013). The NCAL defines meaningful agricultural life science (AgLS) topics through five key topics: (1) agriculture and the environment, (2) culture, society, economy, and geography, (3) food, health, and lifestyle, (4) plants and animals for food, fiber, and energy, and (5) science, technology, engineering, and math. However, classroom implementation of complex socio-scientific issues is challenging, particularly at the elementary level (Sadler & Zeidler, 2005) where teachers might struggle to glean what foundational knowledge young students have. One potential avenue for growing student resources and understandings of complex AgLS topics is the use of Model-Eliciting Activities (MEAs; Lesh et al., 2000). Aligned with both Common Core State Standards Initiative ([CCSSI]; 2010) and Next Generation Science Standards ([NGSS]; 2013), MEAs are important mathematical tasks that promote reasoning, sensemaking, problem solving, and content learning (Consortium for Mathematics and its Applications

Modeling-Eliciting Activities in an Online Engineering Course for Improving Conceptual Learning, Professional Skill, Interaction

“…The two test results support the first hypothesis that the participants' conceptual learning in the experimental group is significantly better than that of the control group. It supports the conclusions of existing research that the MEA can strengthen learners' conceptual learning [3,25,29,32]. The six principles for creating the MEA in the online course are the primary sources for conceptual learning improvement.…”

“…These elements establish a direct and analytical link between concept and practice. The modeling can deepen conceptual learning and cultivate learners' higher-order thinking, which is supported by the literature [23][24][25]. The reality principle vividly reflects the challenges in the real world by the engineering contexts involving working conditions, client demands, and manufacturing processes.…”

“…The concept of MEA was proposed by mathematics educators and first applied to engineering students at Purdue University in 2004 [22]. Then, the MEA was gradually introduced into engineering education at various levels and may become a widely used teaching strategy [23][24][25].…”

Preparing preservice mathematics teachers to teach for social justice

“…While food insecurity affects all areas of the USA, there were many students at Midwest University who have an interest in agriculture, often because they come from farming communities. A second reason is that a task for upper elementary instruction using food insecurity as a topic within the context of aiming to promote SMP4 through social justice has been developed (see Bostic et al, 2021). Put simply, we wanted to use a task designed to foster TMSJ that had been classroom tested and had been peer-reviewed during an earlier publication process (Bostic et al, 2021).…”

“…The goal of the task was to design a square foot garden (SFG; Bostic et al, 2021). SFGs are one way a community may address the issue of food insecurity by having each square foot of a garden grow a different type of fruit or vegetable; such gardens function well in small spaces located in urban, suburban, and rural areas and can have high output.…”