Use of problem-based learning in the teaching and learning of horticultural production

Abbey, Lord; Dowsett, Eric; Sullivan, Jan

doi:10.1080/1389224x.2016.1202846

Cited by 11 publications

(7 citation statements)

References 15 publications

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“…Throughout the development of the APs, students learned to select the relevant information for their training and integrate it with the dynamics of their professional futures. Our results further validate studies demonstrating that student autonomy improves academic performance and achievement and generates independence in seeking solutions [29]. Clearly, application of AMs encourages students in their professional preparedness and formation.…”

Section: Discussionsupporting

confidence: 86%

“…In agricultural or biological sciences there are few reports on the application of AMs and APs that demonstrated strong evidence of their benefits. For example, APlearning in agroecology by the integration of higher education and stakeholders in agriculture and food systems [9], APlearning strategies from teachers of agricultural technical schools in Egypt [11] and AP-learning for horticultural production of teachers [29]. According to Benintende et al [2], after practical teaching of soil microbiology application in Agricultural Microbiology.…”

Section: Discussionmentioning

confidence: 99%

“…(*) indicates there was a difference, and (ns) indicates that there was not a difference statistically between TM and AM by the Wilcoxon test at 5% significance Researchers who employed similar AMs have reported that this approach is efficient for facilitating student knowledge of soil microbiology subjects [2]. Furthermore, AMs are associated with the transversality of traditional schools of teaching known to positively impact academic environments [5,6], agricultural sustainability [18], agroecology [9], agriculture, food and environmental education [34], horticulture [29], environmental sciences and geology [35], and other agricultural education and pedagogy [5,8,11,[36][37][38]. Our findings on teaching microbial ecology and soil enzymes, emerging issues for soil science and agriculture, fill a gap in the research and demonstrate an excellent opportunity for stimulating transversality with other environmental and agriculture courses [39].…”

Section: Discussionmentioning

confidence: 99%

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Active projects for teaching and learning soil microbiology and applications of inoculants to increase perceived subject matter understanding and acquisition of knowledge

et al. 2020

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Active methodologies for teaching propose tools and strategies for improving student learning by using participative and integrative approaches. These lead students to autonomous research for industry problems and solutions. This study aimed to apply active-project active methodologies to undergraduate soil microbiology and inoculant courses to verify students' perception of their knowledge levels on these topics. Forty undergraduate students received the traditional methodology that presented theoretical contents referring to the soil microbiology and inoculants; one group of twenty also elected to receive active methodologies based instruction during which they developed active projects that were structured in seven steps: briefing, bibliographic research, problematization and resolution, solutions, abstract and banner creation, and presentation. At the end of the academic year, all students answered a questionnaire to verify the perception of their levels of knowledge of soil microbiology and inoculants. Regarding the topic of microbial inoculants, perceived knowledge was the same for both groups, but overall, the active methodologies group had higher perceived knowledge of good practices of inoculation. The two groups were clustered by a multivariate approach, confirming that the use of active projects can increase the knowledge and level of subject matter understanding. The active projects contributed to undergraduate students' increased assimilation and perceived understanding of soil microbiology subject matter content and microbial inoculant issues. The active projects can be explored in other subdivisions of soil science, including agriculture and environmental studies. Keywords Undergraduate students. Agricultural and biology education. Soil microbiology education. Participative and integrative learning Highlights • Use of active-project increases the level of students' knowledge about soil microbiology. • Active of teaching approach could be universal for soil sciences and related sciences. • Active-projects are emergent tools to better knowledge soil microbial applications.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Active projects for teaching and learning soil microbiology and applications of inoculants to increase perceived subject matter understanding and acquisition of knowledge

et al. 2020

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“…PBL can improve technical skills, creative thinking and good social behaviour of students; so it is increasingly applied in various disciplines (Hoidn & Karkkainen, 2014), included in the learning of seaweed product diversification. Abbey et al (2017) applied a PBL strategy in horticultural production learning. The results show that PBL methods have better results in improving learning outcomes compared to traditional learning, students are more motivated and take initiative in making decisions.…”

Section: Concept Of Pjbl and Pblmentioning

confidence: 99%

“…The learning that can develop the ability to solve problems and manufacture real products are project-based learning (PjBL) (Bell, 2010;DeMink-Carthew & Olofson, 2020;Smith & Rayfield, 2016) and problem-based learning (PBL) (Diegel, Nordin & Motte, 2019;Phungsuk, Viriyavejakul & Ratanaolarn, 2017). A few studies have evaluated PjBL in agricultural technology learning (Kibett & Kathuri, 2005;Smith & Rayfield, 2016), as well as PBL (Abbey, Lord, Dowsett & Sullivan, 2017;Parr & Edwards, 2004). However, these studies tend to study the two approaches separately.…”

Section: Introductionmentioning

confidence: 99%

Comparing project-based learning and problem-based learning to foster 21st-century learning skills in agricultural seaweed product

Rais

Yahya

Jamaluddin

et al. 2021

CJES

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This study examined the effect of 1) learning strategy [project-based learning (PjBL) and problem-based learning (PBL)] on the ability of seaweed product diversification; 2) 21st-century learning skills [critical thinking, communication, collaboration and creativity (4Cs)] on the ability of seaweed product diversification; and 3) the interaction between PjBL, PBL and 4Cs on the ability of seaweed product diversification. This study was a quasi-experiment with a 2 × 4 factorial design, namely two learning strategies (PjBL and PBL) × four types of 21st-century learning skills. The research subjects were college students of a public university (n = 70). Data were analysed using the two-way analysis of variance. The results indicated that (1) there were significant differences in students’ ability to diversify seaweed between groups which were taught with PjBL and the one with PBL, (2) there were differences in the ability of students’ to diversify seaweed between the ones in the groups with different 21st-century learning skills and (3) there was an interaction between learning strategies and 21st-century learning skills towards the ability to diversify seaweed products. This study indicates that the implementation of PjBL brings a better effect compared to the implementation of PBL in fostering 21st-century learning skill. Keywords: Project-based learning; problem-based learning; 21st-century learning skills.

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Establishing an indoor agriculture system at a rural Montana PreK‐12 school creates hands‐on experiences for college seniors studying horticulture

Tillett,

Baumbauer,

Ewen

et al. 2024

Natural Sciences Education

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In 2022, seniors studying horticulture at Montana State University (MSU; Bozeman, MT) had the opportunity to participate in a unique community‐based learning project in collaboration with the newly built PreK‐12 public school in the rural town of Winifred, MT, to establish the greenhouse infrastructure to be used in curriculum at the school. The new greenhouse facility presented an opportunity for Winifred students to not only gain experience growing vegetables, but also to provide a source of fresh vegetables for school lunches and for community members. This course presented two unique opportunities for the MSU horticulture students: (1) to experience problem‐solving horticultural challenges through designing and troubleshooting the setup of the cropping systems for the greenhouse and (2) to participate in a course with a real‐world impact on improving food security in rural areas of Montana. Over the course of the semester, the MSU students successfully established the infrastructure for the Winifred School greenhouse, which has continued to be integrated into the curriculum as well as providing fresh produce for students and community members. By the end of the course, MSU students demonstrated program learning outcomes including demonstrating the content knowledge and skills necessary to function successfully in a horticultural career and being able to identify and analyze plant growth problems and develop solutions or strategies to solve those problems.

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Use of problem-based learning in the teaching and learning of horticultural production

Cited by 11 publications

References 15 publications

Active projects for teaching and learning soil microbiology and applications of inoculants to increase perceived subject matter understanding and acquisition of knowledge

Active projects for teaching and learning soil microbiology and applications of inoculants to increase perceived subject matter understanding and acquisition of knowledge

Comparing project-based learning and problem-based learning to foster 21st-century learning skills in agricultural seaweed product

Establishing an indoor agriculture system at a rural Montana PreK‐12 school creates hands‐on experiences for college seniors studying horticulture

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