A simple laboratory exercise to improve data presentation and interpretation skills

Corak, S. J.; Grabau, Larry J.

doi:10.2134/jae1988.0133

Cited by 2 publications

(1 citation statement)

References 12 publications

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“…These innovators didn't hesitate in sharing their efforts with colleagues either, as 29 articles in this era reported on using the laboratory experience to foster learning through inquiry. Examples include simplification of complex concepts (Corak and Grabau, 1988; Hershey and Stutte, 1991; Fennessy et al, 1992; Owens and Johnson, 1996), demonstration of field‐scale events (Hoover and Beeson, 1990; Levy and Graham, 1993; Taylor et al, 1997; Stromberger, 2005), and introduction of state‐of‐the‐art knowledge, such as automated assay (Basta, 1995) and geographic information systems (Scott and Smith, 1995).…”

Section: The Fourth 25 Volumes: Jae Volumes 13–20 (1984–1991) and Jnrmentioning

confidence: 99%

A Century of Agronomic Education

2008

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Journals published by the American Society of Agronomy (ASA) richly chronicle the growth and success of agronomic education. To commemorate the 100th anniversary of Agronomy Journal, we compiled this historical recognition of the aggregate effort of our predecessors and colleagues. Their talented and dedicated legacy has played a significant role in feeding the world while protecting soil and water resources. By consulting our past we seek wisdom for the future, knowing that educational challenges of equal significance wait. The first volume (1909) included an article on instruction in soil physics and approximately 650 more education articles have since appeared. Most early articles focused on soils and crops course descriptions and their need for standardization. Then emphasis switched to teaching methods, aids, philosophies, student characteristics, evaluation, and curricula. Contributions from land‐grant institutions have been most numerous, but other sources are becoming more common. The number of articles has steadily increased, as has author collaboration on articles, growing from only about 10% in early years to about 70% in recent editions. We hope our abbreviated summary of the past stimulates you into consulting the writings of your esteemed predecessors and that you find validation of your efforts toward making a difference in some future agronomic record. As global pressures increase the demands on agronomic education, history may provide a pattern for success. Past achievements suggest that agronomic education is well‐founded and can be expected to impact the next century of learning as capably as it did its first century.

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Section: The Fourth 25 Volumes: Jae Volumes 13–20 (1984–1991) and Jnrmentioning

confidence: 99%

A Century of Agronomic Education

2008

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Biological and Practical Importance of Light Microenvironments in a Tree: Participatory Research to Match Teaching and Learning Styles

Picchioni

Weinbaum

Daniel

et al. 2000

Journal of Natural Resources and Life Sciences Education

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Productivity and crop quality vary strongly among the diverse light microenvironments within a tree's canopy. An effective teaching exercise to convey this biologically and agriculturally important principle to plant science students is lacking. We applied a simple participatory learning approach to teach the importance of light microenvironment in the dense canopy of a mature pecan tree [Carya illinoinensis (Wangenh.) K. Koch 'Schiey']. Leaves and nuts were sampled along a steep light flux graghent through the canopy, and specific leaf weight (leaf weight per unit leaf area), was used as a simple, proven, and integrative measure to quantify the incident light gradient. Simple regression analysis revealed the importance of specific leaf weight (light exposure) as a predisposing factor controlling nut quality and nitrogen (N) allocation. Multiple regression analysis further aided systematic learning in that it exposed students to statistical complexities in determining major sources of variation in nut attributes ("masking" of one independent variable by another). This exercise enabled participatory learning in the scientific method, including collection and processing of field samples, statistical, analysis, data interpretation, and hypothesis testing. The serf-generated findings induced a sense of ownership among students, resulting in positive learning outcomes and strengthening the match between teaching and learning styles beyond the traditional classroom lecture approach. The work also provided an experiential, discovery-based setting that addressed a deficit in the scientific pecan literature. The exercise is simple, inexpensive, fits nicely within a semester time-frame, and broadly applicable. It encourages active student participation in an inquiry-driven environment.

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A simple laboratory exercise to improve data presentation and interpretation skills

Cited by 2 publications

References 12 publications

A Century of Agronomic Education

A Century of Agronomic Education

Biological and Practical Importance of Light Microenvironments in a Tree: Participatory Research to Match Teaching and Learning Styles

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