Animal sciences in the secondary classroom: Considering didactic strategies available through distance learning

Gomez, Noe Alberto

doi:10.1002/nse2.20037

Cited by 3 publications

(4 citation statements)

References 31 publications

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“…Es probable que la configuración temporal de las tareas propuestas no haya sido la más apropiada para esta plataforma o para un primer ensayo con la misma (Gomez, 2021). Cada tarea ha ido liberando material a lo largo de unos 10 días, a razón de nuevo material cada 2-4 días.…”

Section: Discussionunclassified

“…Desde la perspectiva de los estudiantes, a menos que los contenidos y/o la metodología de enseñanza les interesen y atraigan, hay poca motivación para ir más allá del aprendizaje su-perficial (Gomez, 2021). Sin embargo, una vez comprometidos, los estudiantes pueden desarrollar la motivación intrínseca para dominar los contenidos y habilidades esenciales necesarios para una comprensión más profunda (Cecchinato & Foschi, 2020).…”

Section: Introductionunclassified

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Ensayo Piloto De Utilización De Perusall® Para El Aprendizaje Colaborativo No Presencial De Competencias Clínicas Veterinarias

Talavera López,

Ayala de la Peña,

García Martínez

et al. 2024

An. Vet. Murcia

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The present manuscript addresses an educational innovation project in single-group teaching environments at the University of Murcia, focusing on the implementation of the Perusall® platform to promote collaborative learning in Veterinary subjects. It highlights the challenge of group size and the difficulty in fostering skills such as critical thinking in theoretical class settings. The project aims to engage students through Perusall®, a tool that facilitates social interaction and peer discussion. The importance of students' intrinsic motivation is mentioned, and how active learning, in this case with Perusall®, can contribute to the development of skills and deeper understanding. Specific subjects and courses participating in the project are outlined, along with the workgroup's prior experience in innovation projects. The text details the project phases, from creating the self-training Perusall® course to launching tasks to students, followed by surveying, and reviewing results. The obtained results are discussed, highlighting the need to adjust the temporal configuration of tasks. Reflections are made on the learning curve of Perusall®, and recommendations for future trials are suggested, including longer deadlines, and exploring other types of material. Overall, the project aims to assess the feasibility and utility of Perusall® as a tool to encourage participation, collaborative learning, and critical thinking in Veterinary education settings. El presente manuscrito aborda un proyecto de innovación educativa en entornos docentes de grupo único en la Universidad de Murcia, centrado en la aplicación de la plataforma Perusall® para promover el aprendizaje colaborativo en asignaturas de Veterinaria. Se destaca el desafío del tamaño del grupo y la dificultad para fomentar habilidades como el pensamiento crítico en entornos de clase teórica. El proyecto busca involucrar a los estudiantes a través de Perusall®, una herramienta que facilita la interacción social y la discusión entre pares. Se destaca la importancia de la motivación intrínseca de los estudiantes y cómo el aprendizaje activo, en este caso con Perusall®, puede contribuir al desarrollo de habilidades y comprensión más profunda. Se indican las asignaturas y cursos específicos que participan en el proyecto, así como la experiencia previa del grupo de trabajo en proyectos de innovación. El texto detalla las fases del proyecto, desde la creación del curso Perusall® autoformativo hasta el lanzamiento de tareas a los estudiantes, seguido de encuestas de satisfacción y revisión de resultados. Se discuten los resultados obtenidos, destacando la necesidad de ajustar la configuración temporal de las tareas. Se reflexiona sobre la curva de aprendizaje de Perusall® y se plantean recomendaciones para futuros ensayos, sugiriendo plazos más largos y la exploración de otros tipos de material. En general, el proyecto busca evaluar la viabilidad y utilidad de Perusall® como herramienta para fomentar la participación, el aprendizaje colaborativo y el pensamiento crítico en entornos educativos de Veterinaria.

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Section: Discussionunclassified

Section: Introductionunclassified

Ensayo Piloto De Utilización De Perusall® Para El Aprendizaje Colaborativo No Presencial De Competencias Clínicas Veterinarias

Talavera López,

Ayala de la Peña,

García Martínez

et al. 2024

An. Vet. Murcia

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“…A course that brought the forests of British Columbia to student computer screens located as far away as 8000 km was designed to enhance distance learning (Culbert, 2021). Faculty also published about developing methods for enhancing online education in both animal science (Gomez, 2021) and agricultural education (McKim et al., 2021) and using multi‐media learning tools (Brevik et al., 2021; Ulery et al., 2020). An additional study evaluated using podcasts to mitigate the negative impacts of the COVID‐19 pandemic on higher education (Barnes et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

The evaluation of a drinking water and human health course developed to broaden soil science offerings and enrollment

Mahler

2023

Natural Sciences Education

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Enrollment in soil science courses at land grant universities in the USA has been stagnant or declining for the last 20 years and this trend is expected to continue in the foreseeable future. The purpose of this paper is to evaluate a newly developed course in drinking water and human health (DWHH) that was designed to widen soil science course offerings and attract students from other areas of natural resource sciences at the University of Idaho. The DWHH course was first offered in 2004. Total enrollment in this class was initially 32 students; however, enrollment has grown significantly over the 20‐year period to 72 students in spring 2023. The average enrollment of the 14 times this course was taught was 41.5 students. Because student demand was high the course changed from an alternate year class (2004‐2014) to an annual class in 2016. The course was only taught live on the Moscow campus until 2014. When the course was transformed into an online class, its enrollment became dominated by place‐based students. Most students taking the class in the last five years have been off campus graduate students enrolled in non‐thesis MS degree programs. Course evaluations indicated that students that have taken this class are more satisfied with the course content, course materials, course organization and the work requirement than the average course taught on campus at UI. This course has been popular and will continue to be an important course offering.This article is protected by copyright. All rights reserved

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“…The fifth set of papers is focused on the evaluation of challenges specifically related to teaching and learning in animal science courses. One of those papers dealt with teaching animal science at the high school level in California (Gomez, 2021), while Erickson and Wattiaux (2021) surveyed instructors and college students in animal and dairy sciences in the Midwest.…”

mentioning

confidence: 99%

Natural sciences education in a COVID‐19 world

Mahler

Kržić

Merkle

et al. 2021

Natural Sciences Education

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BACKGROUNDThe COVID-19 pandemic of 2020-2021 presented numerous challenges to higher education in North America and around the world, causing universities and colleges to change the way courses were delivered practically overnight. Most North American universities offering agriculture and natural resources curricula were able to meet this challenge, as did many K-12 schools. Even institutions that had very small or non-existent hybrid or on-line course offerings rapidly evolved to meet this challenge and need. The purpose of this paper, and the Natural Sciences Education (NSE) journal special section, "Natural Science Education in a COVID-19 World", is to highlight many of the ways course instructors, along with K-12 and postsecondary institutions, met this challenge. This special section of NSE consists of 23 papers developed to demonstrate the abilities of 20 universities and two secondary settings in North America to meet the challenges in teaching and learning regarding agriculture and natural sciences during this difficult time period (Figures 1 and 2).

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Animal sciences in the secondary classroom: Considering didactic strategies available through distance learning

Cited by 3 publications

References 31 publications

Ensayo Piloto De Utilización De Perusall® Para El Aprendizaje Colaborativo No Presencial De Competencias Clínicas Veterinarias

Ensayo Piloto De Utilización De Perusall® Para El Aprendizaje Colaborativo No Presencial De Competencias Clínicas Veterinarias

The evaluation of a drinking water and human health course developed to broaden soil science offerings and enrollment

Natural sciences education in a COVID‐19 world

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