Prospective Elementary Teacher Understanding Of Pest-Related Science And Agricultural Education Benchmarks

Trexler, Cary J.; Heinze, Kirk L.

doi:10.5032/jae.2001.01082

Cited by 19 publications

(33 citation statements)

References 15 publications

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“…This might be one of the reasons why urban Finnish children have been found to express romanticised images of agriculture (Smeds et al, 2011). According to international studies, pupils in many countries also have insufficient knowledge of agriculture (Mabie & Baker, 1994;Trexler, 2000).…”

Section: Introductionmentioning

confidence: 99%

Farm Education and The Effect of a Farm Visit on Children’s Conception of Agriculture

Smeds¹,

Jeronen²,

Kurppa³

2015

EUROPEAN J ED RES

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Personal connections to agriculture have decreased considerably in Finland during the last few decades due to structural changes in agriculture. In this study, we will elucidate the understanding and conception of agriculture amongst urban pupils who have grown up during the 21st century. The research strategy consists of intervention in form of a farm visit, with pre-and postassessment. The methods for collecting data were drawings for gaining a diversified understanding of how pupils understand, experience and conceptualize agriculture. The drawings were analyzed by visual content analysis. In addition, interviews, analyzed by inductive content analysis method, were used to clarify the results. Qualities of farms as authentic learning environments are defined and studied The study revealed that many pupils had irrational conceptions of agriculture before the farm visit (38 %), but decreased significantly after the visit. One of the explaining factors for these irrational conceptions was considered to be the influence of media sources. Farms as educational learning environments were able to correct pupils' false conceptions. A realistic image of agriculture is of significant value for becoming an aware and responsible consumer as well as choosing a career in agriculture.

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Section: Introductionmentioning

confidence: 99%

Farm Education and The Effect of a Farm Visit on Children’s Conception of Agriculture

Smeds¹,

Jeronen²,

Kurppa³

2015

EUROPEAN J ED RES

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“…This number of informants parallels other studies (Hogan and Fisherkeller 1996;Trexler 2000;Trexler and Heinze 2001) that have sought to ascertain learner understanding of science education concepts. Four respondents were girls and three were boys from a rural Midwestern consolidated school.…”

Section: Populationmentioning

confidence: 70%

“…The first interview lasted approximately 60 min. A hamburger from a nationally known fast food chain was used to initiate conversation (Anderson and Demetrius 1993;Trexler and Heinze 2001) and served as a familiar context for students to discuss their understandings about meat and meat spoilage.…”

Section: Data Collectionmentioning

confidence: 99%

Using Qualitative Research Methods to Ascertain Elementary Students' Understandings of Food Safety

Trexler

Roeder

2003

J of Food Science Edu

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Researchers and educators call for educational programs that teach youth about food safety. In this study, researchers used qualitative research methods (interviews and concept mapping) to ascertain elementary students' understandings of food spoilage and preservation benchmarks based on national science education standards. Constructivist learning theory and its attendant qualitative methods framed the study. Few students understood the causes of spoilage and most were unable to discuss the role of bacteria or germs in meat. Students with an understanding of microorganisms clearly explained methods of preventing spoilage, while students who did not understand the microorganism concept could not. Constructivist research methods were fruitful in unearthing students' conceptions related to food spoilage. This research has implications for university food science faculty members interested in strengthening their teaching practice by focusing on helping students develop conceptual understanding.

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“…To understand these trade-offs requires public knowledge about agricultural technologies and about individual and institutional roles in shaping the agri-food system. However, there is concern that the call for agricultural education may go unheralded because of the lack of understanding across educational levels, from K-12 students to teachers (Trexler and Heinze, 2001;2011a;Trexler and Roeder, 2003). The increasingly complex and rapidly changing U.S. agri-food system presents challenges for preparing future generations of citizens and agriculturalists.…”

mentioning

confidence: 99%

Urban Elementary Students’ Conceptions of Learning Goals for Agricultural Science and Technology

Trexler

Hess

Hayes

2013

Natural Sciences Education

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Nationally, both science and agricultural education professional organizations have identified agriculture as a fundamental technology to be studied by students, with the goal of achieving an understanding of the agri‐food system necessary for democratic participation. Benchmarks representing the content that K–12 children need to understand about the scientific and technological underpinnings of the agri‐food system have been developed by agricultural and science educators. However, the benchmarks were developed without empirically based evidence on what existing agri‐food system knowledge students held. This study examines students’ understandings about science and technology concepts underpinning benchmarks for agricultural literacy. Urban upper elementary student concepts of the origins of food, the selection of plants and animals used for production, how people living in harsh environments obtain crops, and the prevention of food spoilage were probed. Using Piaget's theory of schema development, students’ understanding of agricultural technology were compared to grade‐specific benchmarks for agricultural literacy and examined for relationship to students’ backgrounds and experiences. In comparison to the benchmark goals for the age group, informants’ schema for the role that science and technology plays in the agri‐food industry was nearly nonexistent. This study suggests that existing agricultural literacy benchmarks, as designed, may not be age and/or developmentally appropriate. Additional suggestions indicate that underlying sub‐concepts needed for learner understanding may only be loosely connected to any meaningful experience of urban elementary students.

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Prospective Elementary Teacher Understanding Of Pest-Related Science And Agricultural Education Benchmarks

Cited by 19 publications

References 15 publications

Farm Education and The Effect of a Farm Visit on Children’s Conception of Agriculture

Farm Education and The Effect of a Farm Visit on Children’s Conception of Agriculture

Using Qualitative Research Methods to Ascertain Elementary Students' Understandings of Food Safety

Urban Elementary Students’ Conceptions of Learning Goals for Agricultural Science and Technology

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