Showing papers in "Natural Sciences Education in 2013"

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.

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.

The National Water Survey Needs Assessment Program

Abstract: Water quality and availability are identified as priority areas for outreach and educational programs in many U.S. regions. This project offers a needs assessment tool (survey) that could be used on a state-by-state, regional, or national basis to analyze public attitudes, opinions, and behaviors as related to water resource issues. The information collected through the needs assessment can be used to identify objectives, strategies, and delivery modes for extension programs, and to evaluate the programs. The goal was to implement the needs assessment survey at 5-year intervals to: (1) measure changes in public priorities; (2) evaluate the effectiveness of educational programs; and (3) reprioritize, as necessary, the educational goals. A needs assessment survey template was developed and piloted in the Pacific Northwest. During 2001–2010, surveys were conducted in 41 states and six Pacific Island entities. Almost 11,000 surveys were returned completed for a response rate of 44.5%. Five-year follow-up surveys have been completed in five states to date. The results of these surveys have been used to prioritize extension water programs and compare issues and needs across and within regions. It is anticipated that some form of this survey will be conducted at 5-year time intervals until water is no longer of national concern. Impact Statement The surveys conducted through this national project provide 485,000 base line data points from 41 states and six entities associated with the United States. This base line data can be used in conjunction with future surveys to measure public change in attitudes and actions taken to protect water resources. This is the largest database of its kind and is a valuable resource for extension educators to measure the impacts of water educational programs over time. Abbreviations: AREERA, Agricultural Research, Extension, and Education Reform Act of 1998; AS, American Samoa; CNMI, Commonwealth of the Northern Mariana Islands; CSREES, Cooperative State Research, Education, and Extension Service; FSM, Federated States of Micronesia; LGIs, land-grant institutions; NRCS, Natural Resource Conservation Service; PNW, Pacific Northwest Region; RMI, Republic of the Marshall Islands. Copyright © 2013 by the American Society of Agronomy, 5585 Guilford Road, Madison, WI 53711 USA. All rights reserved. No part of this periodical may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Nat. Sci. Educ. 42:98–103 (2013) doi:10.4195/nse.2012.0025 Available freely online through the author-supported open access option. R.L. Mahler, Soil Science Division, PSES 442339, Univ. of Idaho, Moscow, ID 83844-2339; M.D. Smolen, Biosystems and Agricultural Engineering Dep., Oklahoma State Univ., 111 Agricultural Hall, Stillwater, OK 74078-6016; T. Borisova, Food and Resource Economics Dep., 1097 McCarty Hall B, P.O. Box 110240 IFAS, Univ. of Florida, Gainesville, FL 32611-0240; D. Boellstorff, Dep. of Soil and Crop Sciences, Texas A&M AgriLife Extension Service, Texas A&M Univ., College Station, TX 77843-2474; D.C. Adams, School of Forest Resources and Conservation, and Food and Resource Economics Dep., P.O. Box 110410 IFAS, Univ. of Florida, Gainesville, FL 32611-0410; N.W. Sochacka, College of Engineering, Driftmier Engineering Center, Univ. of Georgia, 597 DW Brooks Drive, Athens, GA 30602. Received 27 Nov. 2012. *Corresponding author (bmahler@uidaho.edu). Published September 23, 2013

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

Abstract: 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.

Student Learning and Instructor Investment in Online and Face‐to‐Face Natural Resources Courses

Abstract: Substantial growth in online education in the United States has prompted questions on the levels of student learning and satisfaction achieved and the amount of instructor time investment required in the online environment compared to the face-to-face (F2F) environment. To date, very few have studied these measurements in science courses, and none of these studies has involved applied natural resources courses. A pseudoexperiment was conducted to determine whether ifferences in student learning outcomes and satisfaction and instructor investment existed for two introductory undergraduate wildlife and fisheries sciences courses (WL 220 and WL 230) taught online and F2F by the same instructor and determined what potential factors may explain those differences. Results of this study were mixed. The overall grade distributions were similar between the two environments of the same course. However, significant differences were noted in performance among Bloom’s taxonomic groups between the online and F2F sections of WL 220 but not in the WL 230 course. Further, there were no differences in course satisfaction between the two environments in the WL 230 course, but the online WL 220 section students reported lower levels of satisfaction than the F2F students in the same course. Finally, the instructor spent significantly more time per student in the online WL 230 section compared to the F2F section, but no such differences were noted for the WL 220 course. Some inherent differences in the student populations of each course and section and the characteristics of the courses themselves may explain the differences observed above.

Outreach Preferences for Water Resource Information from Extension and Other Sources

Abstract: This study assesses outreach effectiveness for particular populations and audiences’ media preferences for learning about water issues and examines preferences for additional information on particular water resource topics, including possible trends in information sources related to socio-demographic changes from 2008 to 2014. City and municipal water districts reached the greatest number of people with 68.2% of those surveyed and 73.9% of respondents living within city limits (p < 0.0001) receiving water information from these sources. Protecting drinking water supplies (57.4%) and water management for home and garden landscaping (55.8%) were the water resource topics of greatest interests to respondents. Interest in the home and garden landscaping topic increased from 34.1% in 2008 to almost 60% in 2014. This study reports water resource topical areas of greatest interest and preferred methods for reaching various demographic groups, including the growing urban sector. This information is critically important to financially limited organizations disseminating water resource information, including extension, environmental agencies and groups, and cities and water districts, as they seek to efficiently encourage the public to adopt appropriate water resource management and water conservation practices.

Differences in Opinions about Surface Water Quality Issues in the Southern United States: Implications for Watershed Planning Process

Abstract: Public participation in a watershed planning process involves reaching out to social groups with very diverse opinions and perceptions about environmental issues. Using responses to a nationwide survey of public attitudes and perceptions related to water issues, we examined the effects of socio-demographic and residence characteristics on opinions about water quality, agricultural and urban pollution sources, and nutrients and pathogen pollution issues in the southern United States. Significant differences were identified among respondents of different age groups, genders, and educational levels. Opinions also differed significantly among urban and rural respondents and between states. These results can be used by state and local agencies, universities, and extension services involved in the design of collaborative watershed management processes and water resource educational efforts.

Virtual Soil Monoliths: Blending Traditional and Web-Based Educational Approaches

Abstract: Since soil plays a crucial role in all aspects of global environmental change, it is essential that post-secondary institutions provide students with a strong foundation in soil science concepts including soil classification. The onset of information technology (IT) and web-based multimedia have opened new avenues to better incorporate traditional, static educational resources such as soil monoliths into post-secondary teaching and learning. The objective of this study was to develop an open access, web-based educational tool entitled “Virtual Soil Monoliths” (VSM) (http://soilweb.landfood.ubc.ca/monoliths/), based on a soil monolith collection at the University of British Columbia (UBC), Vancouver, Canada. With 197 monoliths, the UBC collection is the second largest of its nature in Canada, but due to poor storage and displays it has been underutilized in teaching. The VSM tool was developed by a team of scientists, instructional designers, IT specialists, and students and integrated into the Introduction to Soil Science course at UBC to support lectures and laboratory sections on parent material identification and soil classification. Student feedback indicated the VSM tool was helpful in facilitating student achievement of learning objectives related to basic soil classification and soil identification skills. Students used the VSM tool to complete assignments in the Introduction to Soil Science course, and students pointed out that the high-resolution monolith photographs were the most useful feature of the tool. This study provides a framework for incorporating inventory-type learning resources into an interactive teaching tool and a “living” educational resource that helps students grasp connections across disciplines.

A Workshop for Developing Learning Modules for Science Classes Based on Biogeochemical Research

Abstract: A challenging aspect of educating secondary students is integrating complex scientific concepts related to modern research topics into lesson plans that students can relate to and understand at a basic level. One method of encouraging the achievement of learning outcomes is to use real-world applications and current research to fuel student interest and excitement. This approach can be reinforced by use of demonstrations, which spur in-class discussions and can be integrated into out-of-class assignments. To attempt to develop improved curricular materials, a workshop was organized that combined the teaching expertise of a number of secondary school teachers with the research experience of a number of scientific experts to produce lesson plans centered around trace metal cycling and toxicity. These areas are important current research topics but are often neglected in pre-college education. A significant portion of the material presented at the workshop involved the use of visual and hands-on demonstrations of chemical principles that relate to geochemical processes that impact the environment. Materials provided to the instructors included suggestions for hands-on, interactive activities for use in the classroom, as well as teacher-administered demonstrations that would explore the physical and chemical bases of the principles being discussed. The participants all expressed positive feedback in terms of their confidence to administer student-centered lesson plans on the topic of biogeochemistry and their personal understanding of the subject matter, and a number of lesson plans were developed for use by the teachers to integrate the scientific principles discussed in the body of their courses.

Collaborative Wikipedia Projects in the Virtual Classroom

Abstract: Wikipedia is a web-based, free-content encyclopedia that is openly editable and, thus, provides a unique platform for collaborations Wikipedia projects are increasingly being integrated into upper-level courses across the country to explore advanced concepts, communicate science, and provide high-quality information to the public Here we outline a project intended to reinforce and communicate concepts of risk assessment as it was implemented in a multidisciplinary graduate course and, based on observations from the instructors and results from a post-project reflection survey and exit-interview, we evaluated how to better enable student learning in future Wikipedia projects A networked Wikipedia project was introduced to a graduate-level course in human and environmental safety as an alternative to traditional team projects Students independently authored Wikipedia entries and then collaborated in editing the result prior to publication to the World Wide Web Project outcomes indicated general success by the students in developing high quality content, but there is a need to improve the background and supporting materials provided to students to better enable their use of Wikipedia writing and editing tools There was also opportunity to improve quality of the students’ work product by emphasizing the major course concepts that should be applied in the project and by more clearly addressing common questions that relate to the Wikipedia “process” Student learning curves and computer literacy dictated the pace at which the project moved forward; so for the less computer literate students, effort tended to skew toward learning the tool rather than applying course concepts Impact Statement Wikipedia is the sixth most visited website in the world and offers a unique platform for experts and educators to collaborate online, communicate science, and provide factual information that is free to the public As education moves toward a hybrid model of delivery the results and feedback provided here should support virtual classrooms that wish to implement a networked, collaborative project After the project ended we had many students exclaim how excited they were to contribute to such a visible source of information and that they will continue improving Wikipedia articles Those passionate about education, the sciences, and public service should consider donating their expertise to the free encyclopedia

Counting Parasites: Using Shrimp to Teach Students about Estimation

Abstract: Estimation is an important skill that we rely on every day for simple tasks, such as providing food for a dinner party or arriving at an appointment on time. Despite its importance, most people have never been formally taught how to estimate. Estimation can also be a vital tool for scientific inquiry. We have created an activity designed to teach children about estimation by relating it to studies using a marine species of grass shrimp that can have hundreds of parasites. To keep the shrimp alive, the parasites have to be estimated quickly so that the animal can be returned to the water. In this activity, children can use basic items such as M&Ms or pennies to learn how to estimate and then they can test their skills. The modifications provided allow teachers to adapt the activity to suit their curriculum.

Taurus: A Ration Formulation Program for Beef Cattle

Abstract: Taurus is used to formulate and evaluate rations for growing or breeding beef cattle (Bos taurus). It provides a practical feed ingredient loading utility, a flexible feeds library and editor, and a module to estimate feed energy values. It also includes a beef cattle growth simulator. To formulate a least cost ration, the user inputs animal and feed descriptions. The program supports both metric and English measurements. Taurus uses National Research Council (NRC) beef nutrient requirements for energy, protein, calcium, and phosphorus, but the user can edit existing requirements or add new ones. Feeds are selected from a standard library of 707 feeds and their nutrient analysis. For each feed, the user can specify a price and a minimum or maximum. The user can add new feeds or edit existing ones. Feeds can be grouped so that the ration may have a minimum or maximum group constraint. Similarly ratios of nutrients can be defined and constrained. Output is cost and performance, feeds used and nutrient analysis, and price ranges for feed used or not used. A delivery module specifies feed loading and unloading batches. The Profit Projection module projects performance of growing and finishing cattle. Profit Projection allows up to five feeding rations and/or periods; it predicts live weight, quality grade, yield grade, and days on feed. Outputs are a feedlot closeout and daily performance including projected costs and returns. The FeedTag module predicts the feed energy based on regressions on feed crude protein, ether extract, ash, and crude fiber.

An overview of vitamin requirements of the domestic horse.

Abstract: Vitamins are small organic compounds that are needed in relatively small amounts in the diet of the domestic horse (Equus caballus) to ensure its overall health and normal body function. The objective of this review article is to provide readers with a basic understanding of vitamins, the important role they play in a horse’s health and well-being, knowledge of common feeds where each vitamin is abundant, and the consequences of inadequate or excessive dietary levels of a particular vitamin in a horse’s diet. Management considerations, such as forage testing and feeding of vitamin supplements, to ensure an adequate amount of each of the four most important vitamins in a horse’s diet (vitamin A, vitamin D, vitamin E, and biotin) are also discussed.

StockPlan—Exploring Management Options before Dry Spells and in Drought: 2. Case Studies Using Drought Pack, FSA Pack, and ImPack

Abstract: Objectives of this article were to present three case studies that were generated by producers who used decision support tools to assist them explore the financial consequences of management options before dry spells and in drought. Study 1 used Drought Pack to demonstrate the calculation of a break-even price to assist a group of sheep producers decide whether to "keep and feed" or "sell and buy back" ewes at the end of a dry-spell, which was anticipated to last 5 months. The break-even result based on the producers' estimates indicated that in this case, they would be better off with the "keep and feed" option. Study 2 used Feed Sell Agist (FSA) Pack to assist producers determine whether they should "feed," "sell," or "agist" cattle. A sensitivity analysis of the buying and selling options was performed. The results from FSA Pack assisted beef producers decide that the "sell" option had the lowest associated risk. Case study 3 used ImPack to evaluate three options: "sell 10% of stock," "keep and feed all stock," or "sell progeny as weaners and keep and feed cows" for a mixed cropping and beef enterprise. A 5-year breeding herd re-structure was performed for each of the three options. The results from the ImPack analysis based on a cash-flow analysis indicated that the "sell 10% of stock" (i.e., sell 10% of self replacing beef herd) was a better option because it reduced interest payments early in the planning period and therefore assisted in reducing the overall debt. Impact Statement Understanding the financial consequences of management options before dry spells and in drought are important issues for producers (i.e., ranchers). The StockPlan workshop provides training in the use of Drought Pack, FSA Pack, and ImPack. Case studies generated by producers demonstrate how decision support tools helped producers explore management decisions. Risk assessment of management decisions has the potential to reduce financial and social implications when faced with dry spells or drought.

StockPlan-exploring management options before dry spells and in drought: 1. development and description.

Abstract: StockPlan is an accredited workshop that assists cattle, sheep meat, and wool producers improve drought management decisions and develop drought plans during dry spells and drought. The objectives of this article are to (1) describe the development of the StockPlan workshop; and (2) describe the equations used in the StockPlan decision support tools (DST). The StockPlan workshop provides training to producers in how to use four DST: (1) Drought Pack based on metabolizable energy (ME) requirements for maintenance and weight gain, calculates the break-even price for different classes of sheep and cattle [e.g., weaners (not suckling), dry, lactating or pregnant stock] for a specified planning period (1–12 months); (2) Feed Sell Agist (FSA) Pack provides an economic analysis of the decision to either: keep and feed, sell, or agist (i.e., moving stock to leased pasture) livestock across different time periods with an option to enter the probability of a drought occurring. FSA Pack calculates an expected value for feed, sell, or agist options across economic variables: costs, cash flow, and bottom line; (3) ImPack assesses the future structure of a herd or flock during a 5or 10-year planning period; and (4) PlanPack is an interactive word document designed to help producers develop a drought plan. The equations behind the DST Drought Pack, FSA Pack, and ImPack are reported.The StockPlan workshop provides producers with the information and confidence to assist in making better decisions when faced with a prolonged dry spell or impending drought. Impact Statement Understanding the financial consequences of management options before dry spells and in drought are important issues for producers (i.e., ranchers). The StockPlan workshop provides training in the use of Drought Pack, FSA Pack, and ImPack. Development of the workshop and a description of the equations are provided. Fostering drought preparedness is critical. Abbreviations: DST, decision support tools; ME, metabolizable energy. Copyright © 2013 by the American Society of Agronomy, 5585 Guilford Road, Madison, WI 53711 USA. All rights reserved. No part of this periodical may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Nat. Sci. Educ. 42:160–172 (2013) doi:10.4195/nse.2012.00003 Available freely online through the author-supported open access option. M.J. McPhee, NSW Dep. of Primary Industries, Beef Industry Centre of Excellence, Armidale, NSW 2351, Australia; M.B. Whelan, School of Environment Science and Engineering, Southern Cross Univ., Lismore, NSW 2480, Australia; B.L. Davies, NSW Dep. of Primary Industries, “Tocal” Paterson 2421, Australia; G.P. Meaker, NSW Dep. of Primary Industries, P.O. Box 289, Goulburn, NSW 2580, Australia; P. Graham, NSW Dep. of Primary Industries, P.O. Box 20, Yass, NSW 2582, Australia; P.M. Carberry, formerly NSW Dep. of Primary Industries; currently 4 Marsden Park Rd, Calala, NSW 2340, Australia. Received 6 Aug. 2012. *Corresponding author (malcolm.mcphee@dpi.nsw.gov.au). Published online November 21, 2013

Students’ Perceptions of Communications and Course Motivation Provided by Faculty

Abstract: Because innovation is essential to the future of our society and because there is a need to prepare college students to succeed in business organizations, it has become increasingly important to investigate the factors that enhance or discourage creativity and innovation. College professors have a vital role in introducing students to the fundamentals of innovation and, depending on how they do, can potentially encourage or discourage the innovation process. This study focused on the communication and motivation in the innovation process of faculty in a multidisciplinary course comprised of agricultural economics, biosystems and agricultural engineering, and agricultural communication majors at a large land-grant university. Results demonstrated that students did not always find faculty communication effective, and findings among students in the three majors were different in faculty communication ratings. The data show there are positive relationships between students’ perceptions of faculty communications and students’ motivation in capstone courses.

Geology Museum-Based Learning in Soil Science Education.

Abstract: Museums provide unique learning opportunities in soil science. The Bob Campbell Geology Museum in Clemson, SC, features an exhibit of minerals and rocks common in the state and in its geologic history. We developed a hands-on laboratory exercise utilizing an exhibit that gives college students an opportunity to visualize regional minerals and rocks from which regional soil parent materials are derived. Clemson University students from various majors had a field trip and a hands-on experience with the local minerals and rocks during FNR 204: Soil Information Systems course taught in the fall 2008, summer 2011, and fall 2011 (134 students total). Students were then asked to fill out a survey providing answers to 15 questions related to their learning experience. Sixty-six percent of the students had never visited a Geology Museum before this field trip and 40% of the students did not know about the Geology Museum’s existence on campus. Ninety-three percent of the students thought the visit to the Geology Museum would be helpful with preparation for class quizzes and exams, and 92% of the students would recommend that their friends visit this museum in their free time. Overall, student responses to the questionnaire about their laboratory experience at the Geology Museum were positive. Laboratory exercises that are specifically designed to bridge university-level course material and museum collections produce learning synergy that is greater than either an independent museum visit or classroom instruction.