Using Games to Teach Farm and Agribusiness Management

Dobbins, Craig L.; Boehlje, Michael; Erickson, S. P.; Robert, Taylor

doi:10.2307/1349570

Cited by 8 publications

(5 citation statements)

References 4 publications

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“…Classroom experiments present many similar benefits as other active learning techniques. Experiments provide tangible examples of theoretical concepts (Adams and Kluger, 1998;Dobbins et al, 1995;Stephenson and Langdon, 1997;Walker, 1987;Wells, 1991). They also create an active learning environment of self-discovery and hence, follow the constructivism philosophy (DeYoung, 1993; Stephenson and Langdon, 1997; Walbert and Bierma, 1988;Wells, 1991).…”

Section: Classroom Experimentsmentioning

confidence: 99%

“…They also create an active learning environment of self-discovery and hence, follow the constructivism philosophy (DeYoung, 1993; Stephenson and Langdon, 1997; Walbert and Bierma, 1988;Wells, 1991). Additionally, they can cause students to think of questions that they might not otherwise have considered if presented in a traditional lecture format (Dobbins et al, 1995;Wells, 1991) and they have been shown to increase student enthusiasm and interest (Stephenson and Langdon, 1997;Walker, 1987). Experiments provide immediate feedback on what concepts students do and do not understand (Wells, 1991) and facilitate retention of essential concepts (Walbert and Bierma, 1988).…”

Section: Classroom Experimentsmentioning

confidence: 99%

“…Various experiential learning techniques provide opportunities for students to learn by experiencing concrete examples of theoretical concepts (Dobbins, Boehlje, Erickson, & Taylor, 1995). Often, these techniques have the additional benefit of increasing students' enthusiasm, motivation, interest, and curiosity (Koontz, Peel, Trapp, & Ward, 1995) because the experiential learning environment creates a "need to know" on the part of the student (Dobbins et al, 1995).…”

mentioning

confidence: 99%

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Conducting A Classroom Mini-Experiment Using An Audience Response System: Demonstrating The Isolation Effect

Micheletto

2011

TLC

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Section: Classroom Experimentsmentioning

confidence: 99%

Section: Classroom Experimentsmentioning

confidence: 99%

mentioning

confidence: 99%

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Conducting A Classroom Mini-Experiment Using An Audience Response System: Demonstrating The Isolation Effect

Micheletto

2011

TLC

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“…Barnett and Kriesel suggest that, although agricultural economics students are largely concrete learners who would prefer more "hands-on" approaches to learning, most undergraduate teaching is conducted in a lecture format that provides little opportunity for concrete examples or experiences. On the basis of work by Dobbins et al, (1995), Barnett and Kreisel argue that experiential learning techniques are best for providing students with concrete examples of abstract concepts, which in turn helps them learn those concepts better.…”

Section: Teachingmentioning

confidence: 99%

“It's for Teaching, not Believing”: Comments on Teaching, Learning, and Problem Solving Through Economic Experiments

Nelson

Wilson

2003

J. Agric. Appl. Econ.

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This series of papers is an excellent opportunity to reacquaint agricultural economists in the Southern region with the exciting field of experimental economics and is indeed opportune in light of the recent awarding of the Nobel Prize in Economics to Vernon Smith, considered by many to be the father of experimental economics. Rather than try to share the limelight with the authors on their far-reaching and comprehensive topics, we plan to take this opportunity to share some of our views of the role of experimental economics in the research laboratory and classroom.

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“…The use of simulations, games and contests to provide these problem-solving and critical thinking skills experientially in agriculture curricula has been shown to enhance student learning, advance interpersonal and communication skills, improve students' ability to recognize and apply principles, and expand their ability to analyze situations (Dobbins et al, 1995).…”

Section: Experiential Learning In Agricultural Curriculummentioning

confidence: 99%

Integrating Experiential Learning into Animal Science Curriculum through a Hands-On Beef Cattle Management and Marketing Contest

Harrison¹

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According to Illinois Agricultural Education's 2014 annual report, nearly 61% of students beginning their undergraduate studies in Agriculture at a 2-year college in Illinois came from non-farm backgrounds. Yet, knowledge of and experience in livestock operations is still a requirement for many careers in the animal science industry. In response to this predicament, the Department of Agriculture at Illinois State University has implemented a course that provides students an opportunity to gain hands-on experience with beef cattle management and marketing. The course was designed to enhance learning by requiring students to develop and execute a management and marketing plan for a pen of steers at the University Farm, which encouraged practical application of classroom instruction. The objective of this study was to determine if participation in the course enhanced student learning and knowledge retention. Eight student teams, composed of 3-4 students each, executed their own management and marketing strategies with the goal of obtaining the highest return on production, measured by subtracting expenses from revenue. Quantitative data was derived from gain scores on a pre-test at the beginning of the course and a post-test at the conclusion of the course. Qualitative data was obtained by having the students reflect upon what they had learned. This reflection occurred at the end of each unit using Likert-scale and openended questions. Results obtained demonstrated that the contest enhanced learning and knowledge retention. Post-test means improved significantly (p=0.000) over pre-test means with gain scores being the highest in the unit topic areas of meat science, marketing and health. In addition, student reflection indicated the students believed that the contest enhanced learning, noting that it increased their beef cattle knowledge by making them aware of all of the factors that go into raising and marketing feed lot cattle.

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Using Games to Teach Farm and Agribusiness Management

Cited by 8 publications

References 4 publications

Conducting A Classroom Mini-Experiment Using An Audience Response System: Demonstrating The Isolation Effect

Conducting A Classroom Mini-Experiment Using An Audience Response System: Demonstrating The Isolation Effect

“It's for Teaching, not Believing”: Comments on Teaching, Learning, and Problem Solving Through Economic Experiments

Integrating Experiential Learning into Animal Science Curriculum through a Hands-On Beef Cattle Management and Marketing Contest

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