Natural Sciences Education 

About: Natural Sciences Education is an academic journal. The journal publishes majorly in the area(s): Agricultural education & Experiential learning. Over the lifetime, 214 publications have been published receiving 690 citations.

Drones: The Newest Technology for Precision Agriculture

Abstract: Drones, or unmanned aerial vehicles (UAVs), have been used by the military since WWI for remote surveillance. In the last decade, farmers have begun using them to monitor their fields as well as aiding precision agriculture programs. There are estimates that 80 to 90% of the growth in the drone market in the next decade will come from agriculture. The ease of use and ability to specialize each system means there will be a UAV for every situation. The Federal Aviation Administration (FAA) regulation currently limits drone usage to recreational. Rules for commercial use are expected to come out in September of 2015. UAVs can monitor fields more often than satellites, take more detailed pictures, and are not obstructed by clouds. The different types of cameras can monitor data like photosynthesis rates or find where patches of weeds are in a field. As the technology gets better and the cost continues to decrease, drones will have wider use in today’s farm fields.

Student and instructor perceptions of engagement after the rapid online transition of teaching due to COVID-19

Abstract: Engagement involves students? investment in learning activities, as well as interrelated affective (emotive responses), behavioral (active responses) and cognitive (mental effort) components This study assessed undergraduate student and instructor perceptions of the interrelated components of engagement during and after the rapid online transition of teaching in March 2020 due to the COVID-19 pandemic Fifteen courses, including laboratory, discussion-based, large lecture, tutorial and problem-based learning, within a multi-disciplinary faculty at a large research-intensive Canadian university were surveyed to: 1) assess student and instructor perceptions of students? levels of engagement during and after the rapid transition to online teaching due to the COVID-19 pandemic;2) describe which aspects of engagement were enhanced or diminished due to the rapid online transition;and 3) identify which learning activities students would find most engaging in an online setting so as to assist in developing student-centered online pedagogical techniques Student engagement was lower after the rapid online transition Students who engaged by connecting with peers and instructors through in-class discussion (affective engagement) had diminished engagement, while students who engaged by listening to lectures, reading course materials and reviewing slides (cognitive engagement) had enhanced engagement Overall, students found synchronous activities more engaging Students experienced positive and negative outcomes related to classroom engagement when transitioning rapidly to online learning during a global pandemic This article is protected by copyright All rights reserved

The Influence of Water Attitudes, Perceptions, and Learning Preferences on Water-Conserving Actions

Abstract: Water conservation is an important natural resource issue, and the focus of a number of educational and extension programs. Inherent in many programs is the causal link between water facts and conservation behaviors that affect water quality and/or quantity. This article interprets the results of a survey on attitudes and perceptions of water resources (n = 2226) from nine states (Alabama, Arizona, Florida, Georgia, Hawaii, Mississippi, Oklahoma, Tennessee, and Texas). The goal of the survey was to assess attitudes and perceptions of water supply, water quality, and factors affecting them. We assess the influence of attitudes and perceptions regarding the environment, water resources, governance, information sources, and demographics on water conservation behaviors. Specifically, we assess the role that these factors play in indoor and outdoor water-conserving actions indicated by respondents. We find several statistically significant non-knowledge factors that drive water conservation: perceived importance of water resources and their preferred use; preferred learning modes and information sources; interest in certain types of water issues; views on governance; general environmental attitudes; and demographics. For example, preferring passive learning modes (e.g., reading a newspaper article) negatively influences outdoor conservation, while preferring to learn by taking action (e.g., training) positively influences both indoor and outdoor conservation. These results highlight the importance of a number of non-knowledge factors in water program-related behavior change, and suggest a number of factors that could inform targeted approaches to influence differing audiences.

Developing and Evaluating an ESRI Story Map as an Educational Tool

Abstract: Environmental Systems Research Institute (ESRI) Story Maps are web applications based on maps and other multimedia, which can be effectively used in soil science education. The purpose of this study was to develop an ESRI Story Map “Soil Forming Factors: Topography” for teaching an introductory soil science courses and to assess the performance of the newly developed story map using ESRI’s “five principles of effective storytelling” and user responses to a quiz testing the acquired knowledge. Specific learning objectives were stated on each story map page and throughout the learning materials. Navigation of each story map page is controlled by the participant via tabs to allow the user to control the pace of the learning experience. Participants received an average score of 8.2 (out of 9 maximum points) for the quiz. The ESRI Story Map scored well for each principle of the ESRI’s five principles of effective storytelling, with more than 70% of responses having an excellent rating. Additional comments suggest that participants were positive about the ESRI Story Map as a stand-alone teaching tool or in combination with PowerPoint slides. The ESRI Story Map “Soil Forming Factors: Topography” can be further improved by incorporating interactive exercises. ESRI Story Maps can be effective teaching tools in science education.

Extending the Locavore Movement to Wild Fish and Game: Questions and Implications

Abstract: The locavore movement presents an opportunity to educate citizens about the nutritional and culinary benefits associated with consumption of wild fish and game, as well as demonstrate the benefits and value of hunting and fishing activities. An integrated research and extension program focused on procuring, preparing, and eating wild fish and game provides further opportunities to understand how actions such as participation in hunting, fishing, and other related outdoor recreation contribute to society and to the rest of the environment. Further, learning that can occur from an extension program that is nested in a stewardship or resource management practice, such as "locavore hunting and fishing," interacts with a larger social-ecological system. Such a program can address numerous civic and public well-being concerns facing society, including an increasing lack of nature contact, a growing health crisis due to diet and inactivity, a decline in hunting and fishing (which create the revenue streams for habitat and wildlife management), and diminishing availability of high-quality, local foods due to economic concerns.