Learning by Doing: Applying the Concept of Pollen Viability in a Horticulture Classroom

Abstract

<jats:p>Learning by doing plays a critical role in a learner’s conceptual understanding. By actively engaging with a concept, students gain experience and develop an enduring understanding of the concept. The concept of pollen viability is a critical component in the field of plant breeding and can be used to explain various aspects of pollen quality. An inquiry activity was designed to expose undergraduate students in a horticulture course to the concept of pollen viability and its application. The entire class was tasked with collaborating to identify an in vitro germination medium optimized to germinate plumeria (<jats:italic>Plumeria rubra</jats:italic>) pollen. To determine optimum sucrose and pH concentrations of the medium, student groups were assigned treatments of pollen from two plumeria cultivars that were germinated in Brewbaker and Kwack media of differing sucrose and pH concentrations. Students calculated the percentage of germinated pollen and assessed pollen tube integrity and used these variables as evidence of an optimized medium. Although undergraduates were engaged in authentic research practices during the inquiry activity, lack of time and resources impeded completion of the activity. However, students were exposed to methods and instrumentation directly related to evaluating pollen viability. Moreover, they were exposed to the basic practice of pollen quality assessment that they can use to carry out investigations on pollen fertility. In addition, insight was gained to improve the inquiry activity in the future. Now, well-informed modifications to the inquiry activity can be made to pilot this activity in a formal horticulture laboratory section.</jats:p>

Introduction: Five-minute Impact Strategies for Engaging Students—Where to Start with Service-learning and Fundraising Workshop

“…The workshop provided a diverse range of topics on student engagement with insights into service learning with local schools, a service project in rebuilding historical gardens, an immediate feedback assessment technique, and a fruit and vegetable culture course emphasizing student collaboration and teamwork. The three workshop articles ''Cooperative learning to enhance horticulture skills and raise funds for professional development'' (Pearson et al, 2017) highlights a horticulture club plant production project and professional development; ''Using flipped classroom, bring your own device, and virtual field trip to engage students'' (Kobayashi, 2017) covers using a flipped classroom and virtual field trip to engage students; and ''Learning by doing: Applying the concept of pollen viability in a horticulture classroom'' (Perez, 2017) deals with understanding by doingengaging in inquiry-based learning.…”