Learning Crop Physiology from the Development of a Crop Simulation Model

Abstract

Crop simulation models are recognized for their heuristic value by many teachers and used as a representation of crop functioning in crop physiology and agronomy courses. The development of a model by the students is rarely used by teachers as a training tool, especially in undergraduate courses. Our objective was to create a practical learning exercise (PLE) where the students had to develop a crop development, biomass production, and water balance model to improve the acquisition of knowledge gained from crop physiology lectures. Pea (Pisum sativum L.) was chosen as an example, but the same type of model is available for many crops. This PLE (two sessions of 4 h each) was tested on 52 groups of 2 students during 3 yr. Student learning efficiency from the PLE was assessed with a survey of short questions asked at different times after the lecture and after the PLE. With the help of two teachers, all student groups successfully developed the model on a spreadsheet. They were able to complete a validation exercise and to use the model to test the impact of sowing date on yield potential of the crop and to quantify the soil water deficit experienced by the plant. The PLE improved the retention of knowledge from the lectures. Computerassisted teaching also showed some limits. Improvements of the PLE have been proposed and are under investigation.

A Century of Agronomic Education

“…Agronomic educators have used computers in a wide variety of formats, including to assist learning (Barbarick, 1985; McAndrews et al, 2005), to simulate various plant and soil processes (Barak, 1990; Wullschleger et al, 1992; Cassel and Elrick, 1992), to assist in management decisions (Waldren, 1984; Danneberger and Rieke, 1985; Thien, 1986; Stringer et al, 1987; Cross, 1993), to model a variety of agronomic concepts (St. Martin and Skavaril, 1984; Wery and Lecoeur, 2000), and as a common tool to bring modern applications such as geographic information systems into the classroom (Lee et al, 1999; Stout and Lee, 2004). At least 33 articles described using computers in instruction in this era, but references seemed to decline in the most recent 5 yr.…”