Agustin J. Olivo, O. F. Godber, Jeffrey Perry, M. Wattiaux, Q. Ketterings
Decision‐support tools (DSTs) are increasingly used to collect, manage, and/or analyze growing amounts of data generated on farms. The whole‐farm nutrient mass balance (NMB) is an assessment with an associated DST (the Cornell NMB calculator) that measures farm nutrient management efficiency. Our main objectives were to (1) develop and implement a secondary school curriculum on NMB assessments; (2) evaluate its impact on student knowledge and perceptions of agricultural sustainability, nutrient management, careers in agriculture, awareness about data collection and use of DSTs, and analytical and quantitative skills; and (3) assess teacher experiences delivering the materials. The curriculum was implemented across 21 New York classrooms. Students completed one pre‐ and one post‐curriculum implementation questionnaire (n = 134). Teachers completed a post‐curriculum implementation questionnaire (n = 19). Results showed that the curriculum enhanced student knowledge of nutrient management and effectively conveyed the fundamentals of the NMB metrics. It also impacted student perceptions of the utilization of DSTs and need for mathematical skills and data management knowledge in agriculture. The curriculum did not influence student interest in pursuing agricultural careers but exposed them to aspects of farming that they were not previously familiar with. The math‐focused lessons were identified as challenging by many students and teachers. Teachers found the curriculum applicable to the real world, exposing students to new aspects of farming. We conclude that real‐world case‐study examples, carefully planned math‐focused lessons, appropriate support materials including widely installable and user‐friendly software, and training opportunities for teachers can help effective teaching of DST use and agriculture sustainability concepts.
{"title":"Engaging secondary school students in sustainability assessments through farm nutrient mass balances","authors":"Agustin J. Olivo, O. F. Godber, Jeffrey Perry, M. Wattiaux, Q. Ketterings","doi":"10.1002/nse2.20147","DOIUrl":"https://doi.org/10.1002/nse2.20147","url":null,"abstract":"Decision‐support tools (DSTs) are increasingly used to collect, manage, and/or analyze growing amounts of data generated on farms. The whole‐farm nutrient mass balance (NMB) is an assessment with an associated DST (the Cornell NMB calculator) that measures farm nutrient management efficiency. Our main objectives were to (1) develop and implement a secondary school curriculum on NMB assessments; (2) evaluate its impact on student knowledge and perceptions of agricultural sustainability, nutrient management, careers in agriculture, awareness about data collection and use of DSTs, and analytical and quantitative skills; and (3) assess teacher experiences delivering the materials. The curriculum was implemented across 21 New York classrooms. Students completed one pre‐ and one post‐curriculum implementation questionnaire (n = 134). Teachers completed a post‐curriculum implementation questionnaire (n = 19). Results showed that the curriculum enhanced student knowledge of nutrient management and effectively conveyed the fundamentals of the NMB metrics. It also impacted student perceptions of the utilization of DSTs and need for mathematical skills and data management knowledge in agriculture. The curriculum did not influence student interest in pursuing agricultural careers but exposed them to aspects of farming that they were not previously familiar with. The math‐focused lessons were identified as challenging by many students and teachers. Teachers found the curriculum applicable to the real world, exposing students to new aspects of farming. We conclude that real‐world case‐study examples, carefully planned math‐focused lessons, appropriate support materials including widely installable and user‐friendly software, and training opportunities for teachers can help effective teaching of DST use and agriculture sustainability concepts.","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"117 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah Linderwell, Christina L. M. Hargiss, J. Norland
Since 1999, plant blindness, now known as plant awareness disparity (PAD), has gained great awareness. However, no study to date has explored the impact of multiple demographic factors, including those of an indigenous population, in understanding plant knowledge. Specifically, this study assessed how race, gender, rurality, and college type of general biology students influenced their self‐perceived plant knowledge and where that knowledge was learned. A total of 702 students across six different colleges, including three tribal and three non‐tribal colleges, completed the survey. The survey included demographic questions, five‐point Likert questions, and choose all that apply questions to assess students’ confidence in their plant knowledge, plant identification skills, where they learned that plant knowledge, and from whom they learned it. College type (tribal vs. non‐tribal) and race (American Indian/Alaskan Native vs. White) showed little differences across most analyses. However, rurality (rural vs. urban) and gender (male vs. female) were often significantly different (p ≤ 0.05). Similar findings were reflected in confidence in identifying specific plant categories. In most cases, participants disagreed when answering that they were confident in identifying categories of plants, with the only exception being gardening. The types of plants participants knew the most about were food, herbs, and foraging plants, which corresponded with gardening and foraging being the activities that taught them most about plants. Parent(s)/guardian(s) were the most important source of plant knowledge followed by school. The information in this study can aid educators, resource managers, and researchers in improving education, curriculum, and PAD.
{"title":"Do demographic factors impact plant knowledge and plant awareness disparity?","authors":"Sarah Linderwell, Christina L. M. Hargiss, J. Norland","doi":"10.1002/nse2.20146","DOIUrl":"https://doi.org/10.1002/nse2.20146","url":null,"abstract":"Since 1999, plant blindness, now known as plant awareness disparity (PAD), has gained great awareness. However, no study to date has explored the impact of multiple demographic factors, including those of an indigenous population, in understanding plant knowledge. Specifically, this study assessed how race, gender, rurality, and college type of general biology students influenced their self‐perceived plant knowledge and where that knowledge was learned. A total of 702 students across six different colleges, including three tribal and three non‐tribal colleges, completed the survey. The survey included demographic questions, five‐point Likert questions, and choose all that apply questions to assess students’ confidence in their plant knowledge, plant identification skills, where they learned that plant knowledge, and from whom they learned it. College type (tribal vs. non‐tribal) and race (American Indian/Alaskan Native vs. White) showed little differences across most analyses. However, rurality (rural vs. urban) and gender (male vs. female) were often significantly different (p ≤ 0.05). Similar findings were reflected in confidence in identifying specific plant categories. In most cases, participants disagreed when answering that they were confident in identifying categories of plants, with the only exception being gardening. The types of plants participants knew the most about were food, herbs, and foraging plants, which corresponded with gardening and foraging being the activities that taught them most about plants. Parent(s)/guardian(s) were the most important source of plant knowledge followed by school. The information in this study can aid educators, resource managers, and researchers in improving education, curriculum, and PAD.","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":" 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140999295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Per‐ and polyfluoroalkyl substances (PFAS) are synthetic chemicals, which can leak into the surrounding environment, such as water and soil, from water‐resistant manufactured products where they remain highly persistent due to their strong chemical bonds. PFAS have been found in human blood and can cause thyroid disease, increased cholesterol levels, liver damage, kidney cancer, and testicular cancer in humans. The goal of this study is to test the effectiveness of sorption and degradation removal methods on PFAS. The sorption method involves the use of biochar. Biochar can hold the PFAS in a concentrated area through electrostatic and hydrophobic properties. The degradation method involves using powerful ultraviolet (UV) light, in which free radicals will be produced and help break down PFAS molecules into simpler ones such as carbon and fluorine. The sorption experiment tested various modified corn biochar and the effect on perfluorobutanesulfonic acid (PFBS). It was found that biochar did have a positive removal effect on PFBS, and the biochar with the most modifications had the highest removal rate. The degradation experiment tested the effect of UV light and other modifications on PFBS. It was found that UV light did have a positive removal effect on PFBS, and the UV light combined with other modifications had a higher removal effect.
{"title":"Cost effective and efficient technique for removing per‐ and polyfluoroalkyl substances in water","authors":"Steven Mai","doi":"10.1002/nse2.20137","DOIUrl":"https://doi.org/10.1002/nse2.20137","url":null,"abstract":"Per‐ and polyfluoroalkyl substances (PFAS) are synthetic chemicals, which can leak into the surrounding environment, such as water and soil, from water‐resistant manufactured products where they remain highly persistent due to their strong chemical bonds. PFAS have been found in human blood and can cause thyroid disease, increased cholesterol levels, liver damage, kidney cancer, and testicular cancer in humans. The goal of this study is to test the effectiveness of sorption and degradation removal methods on PFAS. The sorption method involves the use of biochar. Biochar can hold the PFAS in a concentrated area through electrostatic and hydrophobic properties. The degradation method involves using powerful ultraviolet (UV) light, in which free radicals will be produced and help break down PFAS molecules into simpler ones such as carbon and fluorine. The sorption experiment tested various modified corn biochar and the effect on perfluorobutanesulfonic acid (PFBS). It was found that biochar did have a positive removal effect on PFBS, and the biochar with the most modifications had the highest removal rate. The degradation experiment tested the effect of UV light and other modifications on PFBS. It was found that UV light did have a positive removal effect on PFBS, and the UV light combined with other modifications had a higher removal effect.","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"109 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael R. Barnes, Ileana A. Campagna, Becky Haddad, Eric Watkins
As urbanization increases, managed urban landscapes are frequently the mode through which people experience nature and where careers in natural resources are increasing. There is a lack of knowledge related to curricula and programs where students are exposed to managed urban landscapes and careers related to them. We aimed to evaluate the current status of managed urban landscape curricula (MULC) in undergraduate programs in Minnesota through a systematic investigation of programs and courses at higher education institutions. All undergraduate courses offered by included higher education institutions were reviewed to determine the presence, absence, or possibility of MULC based on the course's publicly available descriptions and were combined with departmental and institutional characteristics to identify patterns of MULC across the state. Only about 1% of over 50,000 courses reviewed contain MULC. Courses with MULC were concentrated in public doctoral‐level institutions and in departments such as biology and environmental studies, however MULC courses were found at 94% of included institutions and across 60 different departments. While the number of courses with MULC was minimal, courses with the possibility of including MULC show there are ample opportunities for MULC to be added to existing courses, especially core requirements such as introductory biology or a survey of environmental science in the state of Minnesota and more broadly.
{"title":"Unearthing green potential: Assessing the state of managed urban landscape curricula in Minnesota's higher education institutions","authors":"Michael R. Barnes, Ileana A. Campagna, Becky Haddad, Eric Watkins","doi":"10.1002/nse2.20139","DOIUrl":"https://doi.org/10.1002/nse2.20139","url":null,"abstract":"As urbanization increases, managed urban landscapes are frequently the mode through which people experience nature and where careers in natural resources are increasing. There is a lack of knowledge related to curricula and programs where students are exposed to managed urban landscapes and careers related to them. We aimed to evaluate the current status of managed urban landscape curricula (MULC) in undergraduate programs in Minnesota through a systematic investigation of programs and courses at higher education institutions. All undergraduate courses offered by included higher education institutions were reviewed to determine the presence, absence, or possibility of MULC based on the course's publicly available descriptions and were combined with departmental and institutional characteristics to identify patterns of MULC across the state. Only about 1% of over 50,000 courses reviewed contain MULC. Courses with MULC were concentrated in public doctoral‐level institutions and in departments such as biology and environmental studies, however MULC courses were found at 94% of included institutions and across 60 different departments. While the number of courses with MULC was minimal, courses with the possibility of including MULC show there are ample opportunities for MULC to be added to existing courses, especially core requirements such as introductory biology or a survey of environmental science in the state of Minnesota and more broadly.","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"32 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The teaching strategy of blended learning (incorporating both online and experiential education) was used to design a university course covering multiple aspects of maple syrup and sugar history, ecology, management, production, and consumption to attract students. A key aspect of the course is to introduce students with little‐to‐no previous experience of traditional practices, indigenous knowledge, or ways of knowing that are different from western academia, with the intent of building more cultural literacy and acknowledgements of diverse perspectives. The goal in developing course content was to explore the integrated fields that contribute knowledge related to maple syruping and sugaring activities, making it “something for everyone” to increase applicability for students of all levels and experiences, as well as increasing student enrollment and engagement. Student feedback and assessment from the course indicates increased understanding within core areas covered, as well as a strong partiality for content on cultural significance. Survey results of class outcomes demonstrate a successful approach, in addition to increasing enrollment of students from across campus. The course model may work well for other natural science topics, especially those that may attract students eager to learn and experience local foods or artisanal materials from natural systems. An overview of course content is provided along with examples of how the course could be adapted for other topics or regions of interest to further similar unit goals for developing more culturally literate students.This article is protected by copyright. All rights reserved
{"title":"Promoting culturally conscious students: a course model in maple syrup management and culture","authors":"T. Bal","doi":"10.1002/nse2.20134","DOIUrl":"https://doi.org/10.1002/nse2.20134","url":null,"abstract":"The teaching strategy of blended learning (incorporating both online and experiential education) was used to design a university course covering multiple aspects of maple syrup and sugar history, ecology, management, production, and consumption to attract students. A key aspect of the course is to introduce students with little‐to‐no previous experience of traditional practices, indigenous knowledge, or ways of knowing that are different from western academia, with the intent of building more cultural literacy and acknowledgements of diverse perspectives. The goal in developing course content was to explore the integrated fields that contribute knowledge related to maple syruping and sugaring activities, making it “something for everyone” to increase applicability for students of all levels and experiences, as well as increasing student enrollment and engagement. Student feedback and assessment from the course indicates increased understanding within core areas covered, as well as a strong partiality for content on cultural significance. Survey results of class outcomes demonstrate a successful approach, in addition to increasing enrollment of students from across campus. The course model may work well for other natural science topics, especially those that may attract students eager to learn and experience local foods or artisanal materials from natural systems. An overview of course content is provided along with examples of how the course could be adapted for other topics or regions of interest to further similar unit goals for developing more culturally literate students.This article is protected by copyright. All rights reserved","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"23 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139247294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Erratum to “Environmental Education at the Special School: Opinions of Special Education Teachers”","authors":"","doi":"10.1002/nse2.20128","DOIUrl":"https://doi.org/10.1002/nse2.20128","url":null,"abstract":"","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
JoHannah H. Biang, Shannon O. Brooks, Cecilia M. Herles, Abigail S. Borron, David C. Berle, Jennifer Jo Thompson
Campus agricultural projects (CAPs) are campus farms or gardens where students learn to grow food. With at least 286 CAPs at institutions of higher education across the United States, this study seeks to understand the impact that participation in intensive internships at CAPs has on students and how student experiences align with the missions of CAPs. We used mixed ethnographic methods to collect rich, longitudinal data with 23 students enrolled in semester‐long internships at one particular CAP over the course of three semesters. Drawing on thematic analysis, we identify themes that capture what students are learning and experiencing in these spaces. Results from this study demonstrate that students participating in these internships not only gain agricultural and horticultural skills from hands‐on learning, but also gain interpersonal skills (i.e., teamwork, communication) and practical skills (i.e., changing a tire). Over the course of the semester, we see students gain confidence from these skills, and develop self‐efficacy in their ability to face challenges and tackle new tasks in the future. Notably, students also develop a strong sense of community within these spaces. Finally, although students express a lingering disconnect between their work and its specific contribution to the community, we find that students can gain insights into service and community engagement in a service‐learning focused CAP.This article is protected by copyright. All rights reserved
{"title":"Understanding the Impacts of Intensive Student Internships at a Campus Agricultural Project","authors":"JoHannah H. Biang, Shannon O. Brooks, Cecilia M. Herles, Abigail S. Borron, David C. Berle, Jennifer Jo Thompson","doi":"10.1002/nse2.20126","DOIUrl":"https://doi.org/10.1002/nse2.20126","url":null,"abstract":"Campus agricultural projects (CAPs) are campus farms or gardens where students learn to grow food. With at least 286 CAPs at institutions of higher education across the United States, this study seeks to understand the impact that participation in intensive internships at CAPs has on students and how student experiences align with the missions of CAPs. We used mixed ethnographic methods to collect rich, longitudinal data with 23 students enrolled in semester‐long internships at one particular CAP over the course of three semesters. Drawing on thematic analysis, we identify themes that capture what students are learning and experiencing in these spaces. Results from this study demonstrate that students participating in these internships not only gain agricultural and horticultural skills from hands‐on learning, but also gain interpersonal skills (i.e., teamwork, communication) and practical skills (i.e., changing a tire). Over the course of the semester, we see students gain confidence from these skills, and develop self‐efficacy in their ability to face challenges and tackle new tasks in the future. Notably, students also develop a strong sense of community within these spaces. Finally, although students express a lingering disconnect between their work and its specific contribution to the community, we find that students can gain insights into service and community engagement in a service‐learning focused CAP.This article is protected by copyright. All rights reserved","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132603302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Group projects enable students to build valuable critical thinking and communication skills that are increasingly required for success in the agricultural industry. Group projects provide well documented benefits, however, associated challenges lead to student and instructor reluctance to engage in group work in the college classroom. Well‐structured group projects may allow greater focus on achieving learning objectives, and less on conflict management. Therefore, this study examines how group project structure may affect students’ learning experiences and perception of group work. Students enrolled in a senior‐level agribusiness management course complete a semester‐long group project, working in instructor‐assigned groups, to design a business plan for an agri‐food industry start‐up company. It is structured to encourage teamwork and soft skill development, and to discourage social loafing. Questionnaires administered prior to, halfway through, and at the end of the project during seven face‐to‐face semesters preceding the COVID remote learning period identify students’ prior group project experiences, evaluate their groups’ progress, and measure their perception of the project's structural elements upon completion. Responses indicated 98% of students agreed that scaffolding the project into smaller components increased group success, 96% agreed that they clearly understood professor expectations, and 85% reported that this project provided more structure than they previously experienced in other group projects in college. A paired‐samples t‐test found a significantly positive increase in students’ mean opinion about group projects upon the completion of this project (p<0.001). This study suggests structural elements that can provide students with a more positive learning experience through group work.This article is protected by copyright. All rights reserved
{"title":"Structuring group work to provide a more positive student learning experience","authors":"M. Boerngen, J. Rickard","doi":"10.1002/nse2.20124","DOIUrl":"https://doi.org/10.1002/nse2.20124","url":null,"abstract":"Group projects enable students to build valuable critical thinking and communication skills that are increasingly required for success in the agricultural industry. Group projects provide well documented benefits, however, associated challenges lead to student and instructor reluctance to engage in group work in the college classroom. Well‐structured group projects may allow greater focus on achieving learning objectives, and less on conflict management. Therefore, this study examines how group project structure may affect students’ learning experiences and perception of group work. Students enrolled in a senior‐level agribusiness management course complete a semester‐long group project, working in instructor‐assigned groups, to design a business plan for an agri‐food industry start‐up company. It is structured to encourage teamwork and soft skill development, and to discourage social loafing. Questionnaires administered prior to, halfway through, and at the end of the project during seven face‐to‐face semesters preceding the COVID remote learning period identify students’ prior group project experiences, evaluate their groups’ progress, and measure their perception of the project's structural elements upon completion. Responses indicated 98% of students agreed that scaffolding the project into smaller components increased group success, 96% agreed that they clearly understood professor expectations, and 85% reported that this project provided more structure than they previously experienced in other group projects in college. A paired‐samples t‐test found a significantly positive increase in students’ mean opinion about group projects upon the completion of this project (p<0.001). This study suggests structural elements that can provide students with a more positive learning experience through group work.This article is protected by copyright. All rights reserved","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114766030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. A. Pedron, J. Galbraith, B. Scharenbroch, M. G. Pereira, Ademir Fontana
Soil judging contests are important activities to explore the soil science and its relation to the natural world. They have been held for many years and proved to be very efficient for the student's engagement, field practice and learning. During the COVID‐19 pandemic the soil science societies world‐wide had to adapted this activity to the virtual environment. The objective of this article is to document two experiences tested in Brazil and in the United States of America, exploring its potential as an innovative and widely available educational method for teaching soil science. The procedures developed in both countries are presented and the students perceptions indicated that the virtual events are a viable way to hold the soil judging contest, contributing to their academic skills. The Brazilian and United States experiences are viable models that can serve as a basis for other countries adopting this activity in their pedagogical planning and academic calendar.This article is protected by copyright. All rights reserved
{"title":"Soil Judging e‐Contest: The virtual experience expanding the soil learning process","authors":"F. A. Pedron, J. Galbraith, B. Scharenbroch, M. G. Pereira, Ademir Fontana","doi":"10.1002/nse2.20125","DOIUrl":"https://doi.org/10.1002/nse2.20125","url":null,"abstract":"Soil judging contests are important activities to explore the soil science and its relation to the natural world. They have been held for many years and proved to be very efficient for the student's engagement, field practice and learning. During the COVID‐19 pandemic the soil science societies world‐wide had to adapted this activity to the virtual environment. The objective of this article is to document two experiences tested in Brazil and in the United States of America, exploring its potential as an innovative and widely available educational method for teaching soil science. The procedures developed in both countries are presented and the students perceptions indicated that the virtual events are a viable way to hold the soil judging contest, contributing to their academic skills. The Brazilian and United States experiences are viable models that can serve as a basis for other countries adopting this activity in their pedagogical planning and academic calendar.This article is protected by copyright. All rights reserved","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125619226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Kowalewski, C. Mattox, J. Brosnan, J. Kaminski, A. Patton, J. McCurdy, R. Bowling, T. Gannon, S. Askew, J. S. McElroy, J. Unruh, M. Elmore, D. E. Carroll, E. D. De Castro
{"title":"Using Survey Results to Direct Future Extension Efforts in Annual Bluegrass Management","authors":"A. Kowalewski, C. Mattox, J. Brosnan, J. Kaminski, A. Patton, J. McCurdy, R. Bowling, T. Gannon, S. Askew, J. S. McElroy, J. Unruh, M. Elmore, D. E. Carroll, E. D. De Castro","doi":"10.1002/nse2.20123","DOIUrl":"https://doi.org/10.1002/nse2.20123","url":null,"abstract":"","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132039566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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