Relevant bibliographies by topics / Laboratory Practices in Agriculture Education

Academic literature on the topic 'Laboratory Practices in Agriculture Education'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Laboratory Practices in Agriculture Education"

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Quansah, Joycelyn, Cesar Escalante, Angela Kunadu, Firibu Saalia, and Jinru Chen. "Pre- and Post-Harvest Practices of Urban Leafy Green Vegetable Farmers in Accra, Ghana and Their Association with Microbial Quality of Vegetables Produced." Agriculture 10, no. 1 (January 15, 2020): 18. http://dx.doi.org/10.3390/agriculture10010018.

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Vegetable farming is the most practiced urban agriculture in Ghana. A previous study of our laboratory revealed poor microbial quality of, and presence of Salmonella on, leafy green vegetables grown or sold in Accra, Ghana. The aims of this study were to determine agricultural practices of urban vegetable farmers and the association between agricultural practices and microbial safety of vegetables produced. A survey was conducted among 102 farmers from 12 farming areas who produced exotic and indigenous leafy greens in Accra, Ghana to identify their farming practices. It was observed that water from waste drains pumped into shallow wells was used for irrigation by 70% of the farmers. Incompletely composted manure was commonly used (99%) in farming. Vegetables were usually harvested using bare hands (96%) and knives (73%) and transported mainly in sacks (94%) to market centers under non-refrigerated conditions. Over 60% of the farmers disagreed that the use of polluted irrigation water can contaminate vegetables or make consumers sick. According to the seemingly unrelated regression model, farmers with no formal education and less food safety knowledge and had been planting on their current farmlands for several years were likely to produced vegetables with higher fecal coliform and Enterococcus sp. counts compared to other farmers. Vegetables cultivated by farmers who disagreed that the use of contaminated water can make consumers sick were associated with the production of vegetables with high fecal coliform and Enterococcus sp. counts. Education and improved agricultural and post-harvest handling practices should be encouraged among vegetable producers in the area to improve food safety.
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Demir, Kadir. "“Uncooking” a Traditional DNA-Extraction Laboratory from the Scientific-Practices Perspective." American Biology Teacher 78, no. 7 (September 1, 2016): 582–90. http://dx.doi.org/10.1525/abt.2016.78.7.582.

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This transformed DNA-extraction lab activity offers a framework that strategically draws upon the essential elements of both scientific and effective teaching practices to establish an alternative approach to the teaching and learning of science. The pedagogical methods utilized throughout this activity encourage students’ motivation, engagement, and learning through inquiry-based, teacher-facilitated scientific practices. Additionally, this activity emphasizes Dimension 1 of the Framework for K–12 Science Education (Scientific and Engineering Practices; National Research Council, 2012). In the activity, students worked in groups and were allowed to examine different traditional lab protocols and other resources. The students had the freedom of selecting an independent variable that could possibly have an effect on the DNA extraction. To demonstrate how this activity was implemented in the classroom, a running vignette of a DNA-extraction activity in a high school biology class, in which the teacher adhered to the elements of this framework, is included.
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Loukatos, Dimitrios, Nikolaos Androulidakis, Konstantinos G. Arvanitis, Kostas P. Peppas, and Eleftherios Chondrogiannis. "Using Open Tools to Transform Retired Equipment into Powerful Engineering Education Instruments: A Smart Agri-IoT Control Example." Electronics 11, no. 6 (March 9, 2022): 855. http://dx.doi.org/10.3390/electronics11060855.

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People getting involved with modern agriculture should become familiar with and able to exploit the plethora of cutting-edge technologies that have recently appeared in this area. The contribution of the educational robotics in demystifying new scientific fields for K-12 students is remarkable, but things become more challenging when trying to discover efficient practices for higher education. Indeed, there is an apparent need for pilot examples facilitating students’ professional skills acquisition and thus matching the potential of the actual systems used in the modern agricultural premises. In this regard, this work discuses laboratory experiences while implementing an automatic airflow control system of convincing size and role capable for remote configuration and monitoring. This non-conventional robotic example exploits retired electromechanical equipment, from an old farm, and revives it using modern widely available microcontrollers, smart phones/tablets, network transceivers, motor drivers, and some cheap and/or custom sensors. The contribution of the corresponding software parts to this transformation is of crucial importance for the success of the whole system. Thankfully, these parts are implemented using easy-to-use programming tools, of open and free nature at most, that are suitable for the pairing credit-card-sized computer systems. The proposed solution is exhibiting modularity and scalability and assists students and future professionals to better understand the role of key elements participating in the digital transformation of the agricultural sector. The whole approach has been evaluated from both technical and educational perspective and delivered interesting results that are also reported.
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Čerčikienė, Irena, Jolanta Jurkevičiūtė, and Dalė Židonytė. "COHERENCE OF CHEMICAL ANALYSIS TECHNOLOGY CURRICULUM CONTENT AND MATERIAL FACILITIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, no. 1 (March 25, 2011): 38–43. http://dx.doi.org/10.48127/gu-nse/11.8.38.

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Nowadays biochemistry is the fastest growing industry in the world. Biochemical analyses are being carried out in different scientific institutions and enterprises; biochemical methods and products are being used in various areas like medicine, pharmacy, chemical industry, agriculture and environment protection. To make this process more successful specialists from different areas have to participate in it. UAB „Fermentas“ has invited Chemistry Department of Vilnius College to participate in one of 10 national integrated programmes – National Integrated Programme of Biotechnology and Biopharmacy (BBNKP). That gave a perfect chance to integrate into the project, to renew Chemical Analysis Technology study programme and the subjects’ content of its specialization – Biochemical Analysis Technology, to get methodical material ready, to perfect teachers’ qualification and to equip a laboratory of educational chromatography. Vilnius College trains specialists of higher college education in chemical engineering. After the completion of the study programme they acquire Professional Bachelor in Chemical Engineering and are able to join labour market of biotechnological industry. The article contains information about experience of good practices in BBNKP and shows what has been done and plans for the future activity. Key words: material facilities, non-university studies, technologies.
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Humphrey, Eve A., Andrew C. Merwin, and Miray Tekkumru-Kisa. "Advancing Cognitively Demanding Tasks in Undergraduate Classrooms: Using Graduate Student Discussion Groups & the Task Analysis Guide in Science (TAGS) as Leverage." American Biology Teacher 82, no. 1 (January 1, 2020): 53–57. http://dx.doi.org/10.1525/abt.2020.82.1.53.

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With increasing focus on active learning in college classrooms, many institutions of higher education are redesigning introductory laboratory classes to provide more active-learning opportunities for students and to more authentically recreate the practices of scientists. These classes are primarily taught by graduate teaching assistants (GTAs), who often lack the pedagogical training necessary to plan for and support students' intellectual engagement in rich science tasks that require deep engagement in the practices of science and the core disciplinary ideas. We believe that graduate student discussion groups can provide an opportunity to encourage and equip GTAs with pedagogical knowledge and skills to select and use cognitively demanding instructional tasks. In this article, we describe our planning and facilitation of one such meeting with a group of GTAs about the relative cognitive demands of various laboratory activities. We propose that regularly scheduled meetings of discussion groups like this can help build learning communities among GTAs. We provide strategies to support GTAs' professional development and help them think critically about the tasks they use in their classes. In particular, we highlight the importance of the cognitive demands of tasks for engaging students in active and rigorous opportunities for science learning.
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McLaughlin, Jacqueline S., and Melissa S. Coyle. "Increasing Authenticity & Inquiry in the Cell & Molecular Biology Laboratory." American Biology Teacher 78, no. 6 (August 1, 2016): 492–500. http://dx.doi.org/10.1525/abt.2016.78.6.492.

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This article features a four-step pedagogical framework that can be used to transform the undergraduate biology laboratory into an authentic research experience. The framework utilizes a four-step scaffolding structure that not only guides students through the process of science and helps them gain mastery of relevant scientific practices, but also simplifies and streamlines the instructor's process of designing and implementing an authentic research experience in a biology lab course. We used this pedagogical framework to design an authentic research experience in which students investigated various factors affecting the growth and viability of a mammalian cell line, Vero cells isolated from kidney epithelial cells extracted from an African green monkey. Although this particular lab was designed for a cell and molecular biology course for university sophomores, the flexibility built into the pedagogical framework allows it to be used to design research experiences that can be implemented within a wide variety of lab courses at varying levels, effectively increasing the amount of authentic research experiences in biology lab courses nationwide.
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Lalu, Manoj M., Justin Presseau, Madison K. Foster, Victoria T. Hunniford, Kelly D. Cobey, Jamie C. Brehaut, Carolina Ilkow, et al. "Identifying barriers and enablers to rigorous conduct and reporting of preclinical laboratory studies." PLOS Biology 21, no. 1 (January 5, 2023): e3001932. http://dx.doi.org/10.1371/journal.pbio.3001932.

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Use of rigorous study design methods and transparent reporting in publications are 2 key strategies proposed to improve the reproducibility of preclinical research. Despite promotion of these practices by funders and journals, assessments suggest uptake is low in preclinical research. Thirty preclinical scientists were interviewed to better understand barriers and enablers to rigorous design and reporting. The interview guide was informed by the Theoretical Domains Framework, which is a framework used to understand determinants of current and desired behavior. Four global themes were identified; 2 reflecting enablers and 2 reflecting barriers. We found that basic scientists are highly motivated to apply the methods of rigorous design and reporting and perceive a number of benefits to their adoption (e.g., improved quality and reliability). However, there was varied awareness of the guidelines and in implementation of these practices. Researchers also noted that these guidelines can result in disadvantages, such as increased sample sizes, expenses, time, and can require several personnel to operationalize. Most researchers expressed additional resources such as personnel and education/training would better enable the application of some methods. Using existing guidance (Behaviour Change Wheel (BCW); Expert Recommendations for Implementing Change (ERIC) project implementation strategies), we mapped and coded our interview findings to identify potential interventions, policies, and implementation strategies to improve routine use of the guidelines by preclinical scientists. These findings will help inform specific strategies that may guide the development of programs and resources to improve experimental design and transparent reporting in preclinical research.
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Bucklin, Carrie J., Lindsey K. Roper, and John Belk. "The Goggle Lab." American Biology Teacher 83, no. 8 (October 1, 2021): 521–25. http://dx.doi.org/10.1525/abt.2021.83.8.521.

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In its 2011 report Vision and Change in Undergraduate Biology Education, the American Association for the Advancement of Science emphasized the use of core concepts and competencies from multiple disciplines rather than focusing on rote memorization. After the publication of this document, many individuals, departments, and institutions started using course-based undergraduate research experiences (CUREs) as one way to transition to the inclusion of core competencies. Well-executed CUREs focus students’ learning of science practices around a project that relates to a real problem the students are helping solve. However, while CUREs are effective and can be fun for both students and instructors, not every instructor or institution has the time or the funding to engage students in a formal CURE project. This means finding alternative ways to incorporate teaching core competencies and science practices. We created the Goggle Lab to use impairment goggles, which simulate the effects of alcohol and other substances, in a general biology laboratory setting to teach core competencies and science practices, while injecting a dose of fun and integrating social issues. Students utilized the impairment goggles to design experiments, analyze data, practice basic statistics, and communicate scientific findings in a variety of formats.
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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 5, no. 1 (November 17, 2022): 4. http://dx.doi.org/10.14426/jovacet.v5i1.251.

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Prof. Stephanie Matseleng AllaisStephanie Matseleng Allais is Research Chair of Skills Development and Professor of Education at the Centre for Researching Education and Labour (REAL) at the University of the Witwatersrand. She researches international education and development, focused on education/work relationships. Prof. Suzanne Elizabeth BesterSuzanne Bester is an Associate Professor in the Department of Educational Psychology at the University of Pretoria. Her main area of expertise is psychological assessment and intervention with a particular interest in dynamic assessment. She is also interested in well-being. Dr Tafireyi ChambokoTafireyi Chamboko is a Senior Lecturer in agricultural economics with 27 years’ experience in the field of agricultural economics, agricultural marketing and pricing analysis, farm management research, livestock economics and data analysis. He is a recipient of a PhD Fellowship from the Africa Economic Research Consortium (AERC) to pursue a DPhilAG at the University of Zimbabwe. Prof. Doria DanielsDora Daniels has a PhD in International and Intercultural Education from the University of Southern California. Her passion lies in understanding marginalised populations’ experiences with educational access and inclusion. This NRF-rated research focuses on women’s educational empowerment, gender in community history, and adult education and training for active citizenship. Ms Jennifer EsauJennifer Esau holds an MEd in Educational Support from the University of Stellenbosch and a BA (Hons) in Health Care Studies from the University of the Western Cape. She is currently studying towards a PhD in Education at the Cape Peninsula University of Technology. Her MEd research was on TVET students’ educational experiences of family and community support. Associate Prof. James GarrawayJames Garraway works in the Professional Education Research Institute (PERI) at the Cape Peninsula University of Technology. His research focus is on work-integrated learning and the development of the university of technology sector, primarily using Activity Theory and Change Laboratory approaches. He supervises PhD and Master’s students in this field. Prof. Darren LortanDarren Lortan is an Associate Professor and the head of department of Mathematics at the Durban University of Technology. His interests outside of Mathematics include Community Engagement and Articulation in and across the Post-School Education and Training Sector. He is the Project Coordinator of the Unfurling Post-School Education and Training (UPSET) Articulation Project. Dr Lucky MalulekeLucky Maluleke is an emerging researcher and academic in the field of career development and Technical and Vocational Education and Training. He is a lecturer in the Faculty of Education at Nelson Mandela University. His current research interest is in career development and career decision-making, as well as promoting post-school education and training among youth. Dr Muneta Grace Manzeke-KangaraMuneta Grace Manzeke-Kangara is a Soil Scientist in Climate- and Nutrient-Smart Agriculture at Rothamsted Research in the United Kingdom. While working at the University of Zimbabwe, Muneta promoted Integrated Soil Fertility Management and conservation agriculture for soil fertility and grain yield improvement; and agronomic biofortification with micronutrient-supplying fertilisers for improving grain quality in smallholder farming systems. Prof. Simon McGrathSimon McGrath is Professor of Education at the University of Glasgow and a Visiting Professor at Nelson Mandela University. He is co-editor of the Journal of Vocational Education and Training and of the Handbook of Vocational Education and Training. Dr Mary Mmatsatsi MadilengMary Mmatsatsi Madileng is a senior lecturer in the Department of English Studies at the University of South Africa (UNISA). Her key areas of teaching expertise and research interest include Applied Linguistics; Education, Skills Development and Pedagogy in Vocational Education and Training; Work-Integrated Learning; and Vocational Educator Development. Dr Chenjerai MuwanikiChenjerai Muwaniki is a lecturer in Adult and Continuing Education at Great Zimbabwe University. His research interests are in adult education, vocational education, especially green skills in vocational education, learning needs of smallholder farmers and curriculum responsiveness in Agriculture Education and Training in Zimbabwe. Prof. Shervani PillayShervani Pillay is an Associate Professor in the Faculty of Education at Nelson Mandela University. She is Head of the Post Graduate Studies Department. Shervani does research in Higher Education Transformation and Decolonisation in Curriculum, Educational Policy, Higher Education and Curriculum Theory. Dr Lesley PowellLesley Powell is the Chair of Youth Unemployment, Employability and Empowerment (CYUEE) at Nelson Mandela University. Her scholarship is largely focused on Vocational Education and Training (VET), with her theoretical interests being the ways in which education and training intervene in poverty and advance the conditions for sustainable livelihoods. She has published widely on VET from human development and social justice perspectives, and more recently also on skills and the informal sector. Prof. Suresh RamsuroopSuresh Ramsuroop is an Associate Professor in Chemical Engineering and the assistant dean in the Faculty of Engineering and the Built Environment at the Cape Peninsula University of Technology. He has over 33 years of industrial and academic experience. His current research interests include Computational Chemical Thermodynamics, Process Synthesis, and Design and Engineering Education. Mr Deepak SinghDeepak Singh has an MSc in Physics with research areas including Statistical Physics. He lectures in the Department of Physics at the Durban University of Technology. Dr Tanya SmitTanya Smit is a lecturer of higher education and the Acting Head of the Work Integrated Learning office of the Faculty of Education at the University of Pretoria. Her research interests include pre-service teacher self-regulated professionalism, lecturer and teacher professionalism, action research, mentorship and Technical and Vocational Education. Mr Rodney StopsRodney Stops is a lecturer in the Department of Electrical Power Engineering at the Durban University of Technology. He has over 29 years of lecturing experience and has a passion for Articulation and is using research in Education and Articulation to benefit present and future students. Prof. Volker WedekindProfessor Volker Wedekind is Professor of Education and Head of the School of Education, University of Nottingham. He is the convener of the Nottingham UNESCO-UNEVOC Centre. His research focuses on the policies and practices of vocational education in developing countries.
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Buteyn, Nathaniel, Ye In Oh, Jonathan Knott, Paige Bokach, Jillian Konyndyk, Jenna Tenney, Amy Wilstermann, Herb Fynewever, and David Koetje. "Exploring Nutraceuticals to Enhance Scientific Literacy: Aligning with Vision and Change." American Biology Teacher 81, no. 3 (March 1, 2019): 176–85. http://dx.doi.org/10.1525/abt.2019.81.3.176.

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An introductory cell biology laboratory course was redesigned using two inquiry-based modules to align with the goals of scientific inquiry as described in Vision and Change. To evaluate the lab's efficacy, we used a broad range of materials, including pretests and posttests, online surveys, focus group interviews, and course evaluations. Although our students produced significant learning gains on technical laboratory skills, methods, and data analyses, during the first two years their affective dispositions toward the experience were more negative. By evaluating our class data in light of insights from the scholarship of teaching and learning, we were able to provide better guidance to students and subsequently to persist past this implementation dip, showing continued positive gains in student learning outcomes, and eliminating the negative impact on student affective outcomes. Our experience underscores the value of scientific teaching, using class data and evidence-based practices to persist beyond the implementation dips that come with adopting new curricula.
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Dissertations / Theses on the topic "Laboratory Practices in Agriculture Education"

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Rose, Malcom Riley. "Assessing the Importance of Sequencing Laboratory Welding Practicums." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1944.

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The effects of mastering 1F (flat position-fillet) welds on carbon steel using a sequenced pattern of welding was examined. Participants (N = 71) were randomly assigned a specific sequence of welding between Gas Metal Arc Welding (GMAW) and Shielded Metal Arc Welding (SMAW). The hypothesis of teaching beginning welders the GMAW process before the SMAW process to improve the ability to master American Welding Society (AWS) welds was tested. A welding pretest was administered to determine any prior welding knowledge. Sixty minutes of welding instruction taught proper welding safety, machine set-up, arc length, travel speed, work angle, and correct bead formation. Two practice sessions of 60 minutes were given for participants to become familiar with each welding process, followed by two testing sessions of ten minutes. During the testing period, individuals were assessed on their ability to produce an AWS 1F (flat position- fillet) lap weld in a given sequence. Welds were graded according to the AWS rubric for fillets with a total of four criteria categories based on the following criteria: a) presence of cracks or porosity, b) complete fusion, c) fillet leg size is specified minimum, and d) undercut - not to exceed 1/32 inches. The study indicate that students perform welds that meet AWS quality standards when using the GMAW process, however, the results were not statistically significant.
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Rybczynski, Stephen M. "Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646.

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Potenza, Sarah Lynne. "Action-oriented sustainable agriculture education attitudes towards nutrition and agricultural practices in Guaimaca, Honduras /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05222007-131327/.

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Cagle, Michael Scott. "Identifying adopters of best management practices within Mississippi beef producers and the reasons for non-adoption." Thesis, Mississippi State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618196.

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The goal of the Mississippi State University Extension Service (MSU-ES) is to improve the quality of life for all Mississippians. One specific group that agricultural change agents work with at the county level is beef producers. Grazing lands have received much attention over the last few years regarding environmental concerns and Best Management Practices (BMPs) for beef cattle operations.

The adoption of these practices was voluntary during the time this study was conducted, however; adoption was highly encouraged by the MSU-ES and the Natural Resources Conservation Service (NRCS). By knowing the level of adoption of BMPs that Mississippi beef producers have implemented, change agents can more effectively plan educational programming efforts for producers to better understand the importance of BMP adoption.

The purpose of this study was to describe the adopter categories of Mississippi beef producers as determined by Rogers (2003) adopter characteristics generalizations based on their (1) socioeconomic status, (2) personality values and communication behavior, and (3) opinions. It also examined the correlations between the adopter categories to predict the level of the three BMPs being studied.

The adopter categories were innovator, early adopter, early majority, late majority, and laggard. The three BMPs that were the focus of the study were rotation grazing, riparian buffers, and pasture renovation.

The results of the study indicated that Mississippi beef producers could be correctly identified in the adopter categories. By identifying the adopter categories of the Mississippi beef producers and then examining the correlations among the variables, prediction of BMP adoption of rotational grazing and riparian buffers was possible.

The relationships between MSU-ES agents and their programming efforts, as well as the relationships between NRCS district conservationist and their programs, were studied. Non-adoption, though not an adopter category, was also examined and the reasons for it were cited.

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Waldrip, Bruce Gordon. "A study of achievement, attitudes, teaching practices and learning environments in secondary school science laboratory classes in Papua New Guinea." Thesis, Curtin University, 1994. http://hdl.handle.net/20.500.11937/1320.

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The study combined qualitative methods (observation, interview and case study techniques) and quantitative methods (use of questionnaire and survey instruments) methods to (a) identify and describe current teaching practices in Papua New Guinea (PNG) secondary science laboratory classrooms; (b) investigate the effect of specific teaching practices on academic success on an external science achievement examinaton; and (c) investigate whether an educational productivity model for investigating factors associated with learning is applicable to a developing country context, namely, PNG. Analysis of data from 3,182 Papua New Guinea secondary students, generated revealed similar science laboratory learning environments across most high schools with Open-Endedness having the lowest score. Overall students' attitudes towards science were favourable, with boys having a more favourable attitudes than girls. Multivariate analyses showed that science academic achievement, science practical achievement and attitudes were related to quality and quantity of instruction, the science laboratory learning environment and gender. As in similar studies in other countries, male students performed significantly better than female students in external science achievement examinations. But female students achieved significantly better on a practical science process test. Finally, the study identified some specific aspects of current teaching practices in a developing country context, involving science learning environments and students' attitudes towards science.
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Waldrip, Bruce Gordon. "A study of achievement, attitudes, teaching practices and learning environments in secondary school science laboratory classes in Papua New Guinea." Curtin University of Technology, Science and Mathematics Education Centre, 1994. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14799.

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The study combined qualitative methods (observation, interview and case study techniques) and quantitative methods (use of questionnaire and survey instruments) methods to (a) identify and describe current teaching practices in Papua New Guinea (PNG) secondary science laboratory classrooms; (b) investigate the effect of specific teaching practices on academic success on an external science achievement examinaton; and (c) investigate whether an educational productivity model for investigating factors associated with learning is applicable to a developing country context, namely, PNG. Analysis of data from 3,182 Papua New Guinea secondary students, generated revealed similar science laboratory learning environments across most high schools with Open-Endedness having the lowest score. Overall students' attitudes towards science were favourable, with boys having a more favourable attitudes than girls. Multivariate analyses showed that science academic achievement, science practical achievement and attitudes were related to quality and quantity of instruction, the science laboratory learning environment and gender. As in similar studies in other countries, male students performed significantly better than female students in external science achievement examinations. But female students achieved significantly better on a practical science process test. Finally, the study identified some specific aspects of current teaching practices in a developing country context, involving science learning environments and students' attitudes towards science.
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Weing, Stacie. "PERCEPTIONS OF THE PORK INDUSTRY AND AGRICULTURE PRACTICES RELATED TO AGRICULTURAL CRISIS COMMUNICATION AND MEDIA USE." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298482572.

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Leinweber, Chay. "A Retrospective Survey of College Biology Majors on the Effect of Educational Laboratory Practices and Outdoor Field Experiences on Degree Retention, Interest, and Motivation in Biology." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808769.

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The goal of this study is to determine where interest in biology is created, reinforced, or diminished in education. The online, Qualtrics created survey was launched on October first, 2017 until October twenty-fifth, 2017 to students enrolled as freshmen in the biology program, undergraduate seniors in the biology program, and graduate students of the biology program. There were 197 participants in all, and they were asked to respond retrospectively to a variety of questions dealing with their background, interest, and motivation in biology. Results from the survey questions were grouped and analyzed based on six research questions of the study and the hypotheses from these were supported, partially supported, or not supported. We determined that: (1) subjects' perceptions of hands-on lab classes, field work, outdoor experiences and research all helped push college students to pursue a college biology degree; (2) subjects did not attribute their decision to study the field of biology to their family members, but did attribute their decision to other significant people in their lives with strong biological experience, degrees, or expertise; (3) subjects did not believe that other content-related, nontraditional experiences such as STEM camps, community service opportunities, and research opportunities had a positive influence on their desire to go into biology or assisted them in learning in the college biology curriculum; (4) subjects believe that college courses with hands-on activities, classes with labs, field work, outdoor labs and undergraduate research will help them to succeed or persist in their college biology degree; (5) subjects believe that biology labs positively influence their self-confidence in biology and help them better perform in science; (6) subjects do not believe the best protocols in laboratories are inquiry-based, as compared to step-by-step methods.

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Goodwin, Joy Noel. "KNOWLEDGE AND PERCEPTIONS OF AGRICULTURE PRACTICES AND LEGISLATION RELATED TO SOCIAL INFLUENCES AS PREDICTORS OF VOTING ON AGRICULTURE POLICY." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274705418.

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Jaffer, Rozmina Akbarali. "Diversity in higher education hiring policies and practices to diversify faculty in the College of Agriculture at a midwestern university /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept of Higher, Adult, Lifelong Education, 2008.
Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 182-194). Also issued in print.
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Books on the topic "Laboratory Practices in Agriculture Education"

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Program, Laboratory Network. Promising practices in mathematics and science education: A collection of promising educational programs and practices from the Laboratory Network Program. [Washington, D.C: Laboratory Network Program, 1994.

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Office, General Accounting. Animal agriculture: Waste management practices : report to the honorable Tom Harkin, ranking minority member, Committee on Agriculture, Nutrition, and Forestry, U.S. Senate. Washington, D.C. (P.O. Box 37050, Washington, 20013): The Office, 1999.

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Office, General Accounting. Animal agriculture: Waste management practices : report to the Honorable Tom Harkin, Ranking Minority Member, Committee on Agriculture, Nutrition, and Forestry, U.S. Senate. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1999.

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Office, General Accounting. Medicare: Laboratory fee schedules produced large beneficiary savings but no program savings : report to Congressional committees. Washington, D.C: The Office, 1987.

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Office, General Accounting. Budget issues: Privatization/divestiture practices in other nations : report to the Honorable Scott Klug, House of Representatives. Washington, D.C: The Office, 1995.

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Office, General Accounting. Budget issues: Budgeting practices in West Germany, France, Sweden, and Great Britain : fact sheet for the chairman, Committee on Government Operations, House of Representatives. Washington, D.C: The Office, 1986.

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Yi, Ik. Sŏngho sŏnsaeng karye chilsŏ. Sŏngho yesik. Ŭrye yusŏl. Pusan Kwangyŏksi: Minjok Munhwa, 2008.

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Yi, Ŭi-jo. Karye chŭnghae. Pusan Kwangyŏksi: Minjok Munhwa, 2008.

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Kyŏngsŏng Taehakkyo (Pusan, Korea). Hanʼgukhak Yŏnʼguso., ed. Ŭirye yusŏl. Pusan Kwangyŏksi: Minjok Munhwa, 2008.

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Yi, Ŭi-jo. Karye chŭnghae. Pusan Kwangyŏksi: Minjok Munhwa, 2008.

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Book chapters on the topic "Laboratory Practices in Agriculture Education"

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Murakami, Christopher D., and Heather Gillich. "Learning to Become “Good Food” Educators: Practices and Program Development of an Urban Agriculture Education Organization." In Urban Agriculture, 121–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72888-5_7.

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Chizhov, V. N., N. A. Ryzhkova, and P. Liebelt. "Practices and Constraints of Further Education of Farmers in the Kulunda Steppe." In KULUNDA: Climate Smart Agriculture, 481–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15927-6_36.

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Santau, Alexandra O. "Bridging the Gap Between a Science Laboratory Past and a Science Teacher Educator Present: Rethinking the Doctoral Program in Science Education." In Self-Studies of Science Teacher Education Practices, 45–64. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_4.

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Sariah, John E., and Frank Mmbando. "What drives small-scale farmers to adopt conservation agriculture practices in Tanzania?" In Conservation agriculture in Africa: climate smart agricultural development, 284–92. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0017.

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Abstract Conservation Agriculture (CA)-based Sustainable Intensification (CASI) practices in this study comprised minimum soil disturbance, permanent soil cover, intercropping of maize and legumes, and use of improved crop genotypes and fertilizers, and were tested on-farm in different agroecologies in northern and eastern Tanzania. The results for six consecutive years of study indicate increased adoption of CASI practices compared to the baseline year (2010). The major impacts of these practices were reduced production costs, labour savings and overall increased crop and land productivity. The average area allocated to improved maize-legume (ML) intercrop rose during the project period by 5.28 ha per household, of which 15% was under complete CASI practices. Adoption trends show that, on average, 6.5% of adopters across the study and spillover communities started adoption in the 2nd year and about 14% of farmers adopted the practices over the next 3-5 years. Demographic and human capital (family size, education, age and farming experience), on-farm CASI demonstrations, farmer to farmer exchange visits, social capital (farmers' group or a cooperative), access to input and output markets (improved seeds, herbicides, fertilizers, insecticides and equipment) and food security were found to have positive and significant effects on adoption of a range of CASI practices. These results suggest continued and long-term efforts in investments in demonstrations, institutionalizing CASI practices in NARS, and good links to input and output markets, including appropriate machinery, are necessary to achieve sustained adoption.
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Japanwala, Natasha. "Adaptation, Migration, Advocacy. A Climate Change Curriculum for Out-of-School Children in Badin, Sindh." In Education and Climate Change, 137–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_5.

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AbstractThis chapter identifies the urgency for climate change education in vulnerable communities that are already experiencing the effects of climate change-related disasters. Designing curricula for vulnerable communities, in this case out-of-school youth in Badin, a rural district in Pakistan’s Sindh province, demands a focus on strategies that can be leveraged for survival. This chapter illustrates the need to match curriculum design with research and reportage about the needs communities are facing. In Badin, where the local economy is driven by agriculture and threatened by the salinization of land as well as an increased risk to flooding, the possibility of migration is real. This shifts our understanding of what adaptation and mitigation mean for this population—youth need to be prepared not only to survive where they are, but to survive where they might end up.Vulnerable communities tend to reside in districts where the rates of literacy, school enrolment and retention are low—this is certainly the case in Badin. This curriculum had to rely on pedagogies for which literacy was not a pre-requisite. Project-based learning provided a unique solution to the conundrum of designing a no-literacy curriculum to teach strategies for survival in a community where best practices for adaptation, mitigation or migration have not yet been established: it allowed youth to work in teams, building their social and collaborative skills, to develop their own solutions and recognize the power of their own voice to advocate for their rights.
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Carlini, Alessandra. "Museum Education Between Digital Technologies and Unplugged Processes. Two Case Studies." In Makers at School, Educational Robotics and Innovative Learning Environments, 155–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_21.

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AbstractThis document presents the results of architectural design and prototyping of educational kits within the museum context, two case studies featuring a combination of digital technologies and unplugged processes. The field of application is cultural heritage and the topics are part of school curricula. The first case study is a museum display of digital video installations and educational kits that reproduce mechanisms of symmetry from patterned flooring (“www.formulas.it” laboratory, Department of Architecture, Roma Tre University and Liceo Scientifico Cavour” high school). The second case concerns the setting up of a school fab lab in which 3D-printed prototype educational kits are made for schools and museums in Rome, in partnership with the Municipality of Rome and the Ministry of Cultural Heritage and Activities (General Directorate for Education and Research). The cases involve professional, research and didactic experiences which led to funding-supported projects. The experiences showcase good practices in informal and cooperative learning, and highlight the relationship between education and popularization that draws on our architectural heritage.
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Ødegaard, Elin Eriksen, Marion Oen, and Johanna Birkeland. "Success of and Barriers to Workshop Methodology: Experiences from Exploration and Pedagogical Innovation Laboratories (EX-PED-LAB)." In Methodology for Research with Early Childhood Education and Care Professionals, 57–82. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_5.

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AbstractThis chapter reports on the emerging findings during the first year of a design- and inquiry-based research project called Kindergarten Teacher as a Researcher. The project attempts to implement a design for collaboration and knowledge co-creation through a workshop methodology called Exploration and Pedagogical Innovation Laboratories (EX-PED-LAB). The project was funded by the Research Council of Norway as a starting grant for the common initiative of the Agency for Kindergartens (Bergen City, Norway) and the KINDknow Research Centre [BARNkunne – Senter for barnehageforskning], located at Western Norway University of Applied Sciences (HVL). The goal of the workshop laboratory was twofold: (1) to support early childhood educational leaders and staff in enhancing the quality of kindergartens in close collaboration with researchers and (2) to research three areas of common interest: the play, exploration, and learning environment; collaboration with families; and leadership and governance. This chapter highlights a set of features for success, as well as takeaway points for the further development of the workshop methodology, tailored to future early childhood partnership research programmes. Drawing on the case of the EX-PED-LAB project, the chapter seeks to describe the features of the success of and barriers to collaborative explorative processes and knowledge-creating practices in practices-developing research. These insights will be beneficial for further investigations, consolidations, and refinements of the workshop methodology.
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Mkomwa, Saidi, Simon Lugandu, Ngari Macharia, Alexandra Bot, and Weldone Mutai. "Centres of excellence in conservation agriculture: developing African institutions for sustainable agricultural development." In Conservation agriculture in Africa: climate smart agricultural development, 402–15. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0025.

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Abstract Conservation Agriculture (CA) is an important component in addressing food insecurity, biodiversity degradation and water scarcity challenges. Its adoption in Africa has lagged behind other continents. One major area of need to enable the acceleration of the adoption of CA in Africa relates to building the necessary cross-sectoral institutional and human capacity across the education-research-extension-enterprise axis along the value chain. This study was conducted in order to contribute to the discussions about the need to create sustainable institutions: specifically, Conservation Agriculture Centres of Excellence (CA-CoEs) in Africa. The CA-CoEs model includes a stakeholder team, a shared facility or an entity that provides leadership, best practices, research, support and/or training in CA, with linkages to service providers along the value chain. This literature-based research involved systematic identification, collection, analysis and documentation of data to identify and address the unique roles these CA-CoEs play in the promotion and adoption of CA and their level of performance. It employed a CA quality assurance self-assessment tool to measure the performance of the CA-CoEs against predetermined performance descriptors. Although the CA-CoEs are facilitating and catalysing adoption of CA, their capacity in providing the CA-related programmes, training and research is not optimal. CA-CoE quality assurance of services can be helpful in identification and design of measures for addressing the challenges faced. To be impactful, CA-CoEs need well-coordinated, participatory and demand-driven CA-based agricultural practices, information services and knowledge for farmers and other stakeholders such as non-governmental organizations (NGOs), CA service providers and CA equipment manufacturers.
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Singh, R. B., R. S. Paroda, and Malavika Dadlani. "Science, Technology and Innovation." In India Studies in Business and Economics, 213–50. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0763-0_8.

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AbstractScience, technology and innovation (STI), targeted to solve both generic and location-specific challenges, are key drivers for transforming agri-food systems. These can transform the sustenance and low return livelihood to a profitable and respectable occupation for smallholder farmers, while motivating, attracting and empowering youth and women in agriculture. A paradigm shift is needed to: i) increase productivity, profitability, inclusiveness and efficiency of human engagement, ii) achieve complete nutrition security, iii) address the challenges of climate change, iv) adopt environment-friendly sustainable practices, and v) establish efficient farmer-market linkages. To achieve the desired goals, this chapter highlights effective pathways for: i) scaling innovations by combining ITK, conventional methods, and adopting NextGen cutting edge technologies evolved nationally or internationally, ii) enduring STI through a Gold Class education system, and iii) leveraging strong public-private partnership. The chapter also recommends increased investments in R&D, urgent need for enabling policy environment for scaling innovations and suggests clear transformative action points.
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Pate, Michael L., and Robert Bud McKendree. "Managing the Classroom and Laboratory." In Preparing Agriculture and Agriscience Educators for the Classroom, 169–85. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3420-8.ch009.

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This chapter focuses on management strategies for classroom and laboratory instruction for school-based agricultural education teacher preparation. Specifically, the focus is on teaching methods, techniques, and strategies to proactively sustain positive student engagement in activities to prevent behavioral issues that disrupt the learning process. Characteristics and guidelines for instructional technology are discussed for effective management of student learning. Management practices for both instructional spaces and student behavior are incorporated. Highlights of underlying causes of behavior such as issues within social and psychological disruptions provide context for student engagement efforts. A portion of the chapter differentiates appropriate professional interactions of teachers with students. Behavior scenarios are utilized to provide application of theoretical concepts.
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Conference papers on the topic "Laboratory Practices in Agriculture Education"

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Ford, C. L., and F. Walson. "237. An Analysis of Laboratory Safety Practices Among Agricultural Education Teachers in North Carolina." In AIHce 1998. AIHA, 1999. http://dx.doi.org/10.3320/1.2762627.

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Sutawi, Mr, Indah Prihartini, and Daroe Iswatiningsih. "Farmersr Understanding of Organic Agriculture Practices." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.73.

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Macías, Antonio, Awf Al-Kassir, J. Rodríguez-Rego, R. Sánchez-Sánchez, and F. Moral. "DEVELOPMENT OF UNIVERSITY VIRTUAL LABORATORY PRACTICES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2632.

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Indri, Marina, Ivan Lazzero, and Basilio Bona. "Robotics education: Proposals for laboratory practices about manipulators." In 2013 IEEE 18th Conference on Emerging Technologies & Factory Automation (ETFA). IEEE, 2013. http://dx.doi.org/10.1109/etfa.2013.6648018.

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Contreras, Antonio, Olegario Castillo, Juan J. Muñoz-Perez, Francisco Contreras, Bismarck Jigena, Emilia Garcia, and Patricia Lopez. "AUDIOVISUAL RESOURCES IN LABORATORY PRACTICES FOR HYDRAULIC ENGINEERING." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0322.

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Barona, Astrid, Naiara Rojo, Gorka Gallastegui, Begoña Etxebarria, and Aida Aleksanyan. "REINFORCING SUSTAINABILITY AND RESEARCH THROUGH LABORATORY PRACTICES IN HIGHER EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0136.

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Fernández Novell, Josep Maria. "A NEW INITIATIVE IN LABORATORY PRACTICES INNOVATION IN UNIVERSITY LEVEL." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1399.

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Ramirez-Vazquez, Raquel, Maria Inês Martins, Isabel Escobar, Antonio Martinez-Plaza, Carlos Adelantado, Augusto Beléndez, and Enrique Arribas. "PHYSICS LABORATORY PRACTICES. AN EXPERIENCE AND APPROACH FOR PHYSICS TEACHING." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1471.

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Zwartz, Michael, and Joseph F. Kozminski. "Examining student growth in laboratory notebook practices in introductory physics courses." In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.zwartz.

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Xu, Y., and F. Tan. "A Preliminary Study on Efficient Agricultural Short Chain Practices in Urban Agriculture Environment of China." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.399.

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Reports on the topic "Laboratory Practices in Agriculture Education"

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Kaleagasi, Bartu, Sean McCarthy, and Peter Beaumont. Geospatial Public Policy: Global Best Practices for Harnessing the Potential of Satellite Technologies and Applications. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004484.

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This publication presents six case studies of public policies that promote the development and use of geospatial technologies and applications, which can be categorized in five layers: institutions, tools, data, skills and industry. The evolution of these technologies and applications over the past decade has been driven by the understanding that where people and things are located is central to smart decision making. As a result of low-cost launch vehicles, increasing numbers of satellites in orbit, new sensor technologies, machine learning algorithms, advances in cloud computing, and the emergence of other technologies such as drones and high-altitude platforms, the geospatial economy is now expanding into many new geographies and sectors. This expansion calls for the development of innovative applications that benefit government in areas such as agriculture, environment, energy, aviation, maritime, transport, health, education, business, and society.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.
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Martyniuk, Oleksandr O., Oleksandr S. Martyniuk, and Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4446.

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The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
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Minz, Dror, Stefan J. Green, Noa Sela, Yitzhak Hadar, Janet Jansson, and Steven Lindow. Soil and rhizosphere microbiome response to treated waste water irrigation. United States Department of Agriculture, January 2013. http://dx.doi.org/10.32747/2013.7598153.bard.

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Research objectives : Identify genetic potential and community structure of soil and rhizosphere microbial community structure as affected by treated wastewater (TWW) irrigation. This objective was achieved through the examination soil and rhizosphere microbial communities of plants irrigated with fresh water (FW) and TWW. Genomic DNA extracted from soil and rhizosphere samples (Minz laboratory) was processed for DNA-based shotgun metagenome sequencing (Green laboratory). High-throughput bioinformatics was performed to compare both taxonomic and functional gene (and pathway) differences between sample types (treatment and location). Identify metabolic pathways induced or repressed by TWW irrigation. To accomplish this objective, shotgun metatranscriptome (RNA-based) sequencing was performed. Expressed genes and pathways were compared to identify significantly differentially expressed features between rhizosphere communities of plants irrigated with FW and TWW. Identify microbial gene functions and pathways affected by TWW irrigation*. To accomplish this objective, we will perform a metaproteome comparison between rhizosphere communities of plants irrigated with FW and TWW and selected soil microbial activities. Integration and evaluation of microbial community function in relation to its structure and genetic potential, and to infer the in situ physiology and function of microbial communities in soil and rhizospere under FW and TWW irrigation regimes. This objective is ongoing due to the need for extensive bioinformatics analysis. As a result of the capabilities of the new PI, we have also been characterizing the transcriptome of the plant roots as affected by the TWW irrigation and comparing the function of the plants to that of the microbiome. *This original objective was not achieved in the course of this study due to technical issues, especially the need to replace the American PIs during the project. However, the fact we were able to analyze more than one plant system as a result of the abilities of the new American PI strengthened the power of the conclusions derived from studies for the 1ˢᵗ and 2ⁿᵈ objectives. Background: As the world population grows, more urban waste is discharged to the environment, and fresh water sources are being polluted. Developing and industrial countries are increasing the use of wastewater and treated wastewater (TWW) for agriculture practice, thus turning the waste product into a valuable resource. Wastewater supplies a year- round reliable source of nutrient-rich water. Despite continuing enhancements in TWW quality, TWW irrigation can still result in unexplained and undesirable effects on crops. In part, these undesirable effects may be attributed to, among other factors, to the effects of TWW on the plant microbiome. Previous studies, including our own, have presented the TWW effect on soil microbial activity and community composition. To the best of our knowledge, however, no comprehensive study yet has been conducted on the microbial population associated BARD Report - Project 4662 Page 2 of 16 BARD Report - Project 4662 Page 3 of 16 with plant roots irrigated with TWW – a critical information gap. In this work, we characterize the effect of TWW irrigation on root-associated microbial community structure and function by using the most innovative tools available in analyzing bacterial community- a combination of microbial marker gene amplicon sequencing, microbial shotunmetagenomics (DNA-based total community and gene content characterization), microbial metatranscriptomics (RNA-based total community and gene content characterization), and plant host transcriptome response. At the core of this research, a mesocosm experiment was conducted to study and characterize the effect of TWW irrigation on tomato and lettuce plants. A focus of this study was on the plant roots, their associated microbial communities, and on the functional activities of plant root-associated microbial communities. We have found that TWW irrigation changes both the soil and root microbial community composition, and that the shift in the plant root microbiome associated with different irrigation was as significant as the changes caused by the plant host or soil type. The change in microbial community structure was accompanied by changes in the microbial community-wide functional potential (i.e., gene content of the entire microbial community, as determined through shotgun metagenome sequencing). The relative abundance of many genes was significantly different in TWW irrigated root microbiome relative to FW-irrigated root microbial communities. For example, the relative abundance of genes encoding for transporters increased in TWW-irrigated roots increased relative to FW-irrigated roots. Similarly, the relative abundance of genes linked to potassium efflux, respiratory systems and nitrogen metabolism were elevated in TWW irrigated roots when compared to FW-irrigated roots. The increased relative abundance of denitrifying genes in TWW systems relative FW systems, suggests that TWW-irrigated roots are more anaerobic compare to FW irrigated root. These gene functional data are consistent with geochemical measurements made from these systems. Specifically, the TWW irrigated soils had higher pH, total organic compound (TOC), sodium, potassium and electric conductivity values in comparison to FW soils. Thus, the root microbiome genetic functional potential can be correlated with pH, TOC and EC values and these factors must take part in the shaping the root microbiome. The expressed functions, as found by the metatranscriptome analysis, revealed many genes that increase in TWW-irrigated plant root microbial population relative to those in the FW-irrigated plants. The most substantial (and significant) were sodium-proton antiporters and Na(+)-translocatingNADH-quinoneoxidoreductase (NQR). The latter protein uses the cell respiratory machinery to harness redox force and convert the energy for efflux of sodium. As the roots and their microbiomes are exposed to the same environmental conditions, it was previously hypothesized that understanding the soil and rhizospheremicrobiome response will shed light on natural processes in these niches. This study demonstrate how newly available tools can better define complex processes and their downstream consequences, such as irrigation with water from different qualities, and to identify primary cues sensed by the plant host irrigated with TWW. From an agricultural perspective, many common practices are complicated processes with many ‘moving parts’, and are hard to characterize and predict. Multiple edaphic and microbial factors are involved, and these can react to many environmental cues. These complex systems are in turn affected by plant growth and exudation, and associated features such as irrigation, fertilization and use of pesticides. However, the combination of shotgun metagenomics, microbial shotgun metatranscriptomics, plant transcriptomics, and physical measurement of soil characteristics provides a mechanism for integrating data from highly complex agricultural systems to eventually provide for plant physiological response prediction and monitoring. BARD Report
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