Dissertations / Theses on the topic 'Laboratory Practices in Agriculture Education'

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.

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.

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.

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.

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.

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.

Dairy farmers in the Northeastern Unites States are paid based on the amount of fat and protein in their cows' milk, and improving fat and protein production is linked with improved financial sustainability for dairy farms. However, not all farmers are motivated to make changes to increase milk fat and protein production. Previous research has identified a positive correlation between a group of fatty acids, known as the de novo fatty acids, and the fat and protein content of bulk tank milk from commercial dairy farms. Therefore, the first objective of this research was to explore the relationship of farm management, the cow's diet, and lactation performance with de novo fatty acid content on Northeastern US dairy farms. Results from the first objective were communicated with dairy farmers; therefore, the second objective was to understand how to communicate with farmers to influence their behavior. We hypothesized that farms with high de novo fatty acids in bulk tank milk would manage and feed their cows to optimize rumen fermentation conditions. The first (Chapter 2) and second (Chapter 3) studies were methodologically very similar. Farms were categorized as either high de novo (HDN) or low de novo (LDN) based on the concentration of de novo fatty acids in their bulk tank milk for the 6 months prior to the farm visit. Farms were then visited once in March or April, 2014 (Chapter 2) or between February and April, 2015 (Chapter 3) to assess management practices and collect samples of the cows' diet. There were no differences in days in milk in Chapter 2 or Chapter 3. Yield of milk, fat, and true protein per cow were higher for HDN versus LDN farms in Chapter 2. In both chapters, HDN farms had higher milk fat and true protein content and higher de novo fatty acid yield per day. The HDN farms had lower freestall stocking density in Chapter 2 and provided more feedbunk space per cow in Chapter 3. Additionally, tiestall feeding frequency was higher for HDN than LDN farms. No differences were detected for dietary chemical composition, except ether extract was lower for HDN than LDN farms in both chapters. Chapter 4 explored how to communicate the results of Chapter 2 and Chapter 3 through eleven qualitative, semi-structured interviews and insight from the 83 farm visits. Farmers identified the cooperative, expert consultants (nutritionist, veterinarian, and agronomists), financial advisers, print publications, and other farmers as principal sources of information. However, barriers to the transfer of information included family dynamics, lack of access to high speed internet, and difficulties evaluating divergent recommendations from experts. Several farmers expressed an incorrect perception of their farms' fat and protein production compared with cooperative averages which reduced their motivation to incorporate management changes. Recommendations to overcome these barriers include integrating management team meetings and facilitating informal discussion groups between farmers. This research is correlational in nature, and future research is needed to verify a causal relationship between de novo fatty acids and milk fat and protein content. However, the results of this research can be used to help farmers increase their cows' milk fat and protein content, improve the transfer of knowledge to dairy farmers, and ultimately support the financial sustainability of dairy farms in the Northeastern US.

Thesis (Master of Community Planning)--University of Cincinnati, 2009.
Advisor: Carla Chifos. Title from electronic thesis title page (viewed July 29, 2009). Includes abstract. Keywords: urban agriculture; community gardening; community development; best practices; programming. Includes bibliographical references.

Prior to the development of programing and outreach materials it is important for Extension outreach and education professionals to assess the educational needs and preference of the communities they serve. Survey data was gathered from residents of Cedar City, UT, in an effort to gain an understanding of current lawn management practices and the resources homeowners utilize when making management decisions. In addition, soil samples were collected from a subset of participants to compare nutrient levels to management practices. Survey results found that homeowners accessed multiple sources, with preferences leaning towards the use of friends and family members, the internet, and the point of purchase. Few homeowners are aware of and utilize educational resources and services provided by Extension. This is especially true for those under the age of 50, which poses a challenge to Extension professionals to find effective ways to reach younger generations. It was difficult to form associations between nutrient levels and management practices Although, there was a strong association between those with excessive phosphorus concentration and the application of biosolids. More research needs to be done to examine the distribution and end use of biosolids.

A presente pesquisa teve por finalidade analisar se os conhecimentos que os alunos adquirem sobre EducaÃÃo Ambiental (EA), ao final do Ensino MÃdio, atendem ao que preceituam os ParÃmetros Curriculares Nacionais (PCNs) e as Diretrizes Curriculares Nacionais do Ensino MÃdio (DCNEM). A questÃo que orientou essa pesquisa pode assim ser expressa: atà que ponto os alunos que estÃo concluindo o Ensino MÃdio tÃm os conhecimentos bÃsicos sobre EA como proposto pelos PCNs e DCNEM? Desta questÃo central, outras, igualmente relevantes, apresentam-se, como: Qual o conceito de interdisciplinaridade em EA nos PCNs? Qual o conceito de interdisciplinaridade em EA nos DCNEM? O que hà em comum entre os conceitos de EA nos PCNs e DCNEM? O que hà de divergente entre os conceitos de EA nos PCNs e DCNEM? Quais os avanÃos e retrocessos entre as concepÃÃes de EA nos PCNs e DCNEM? Como os conceitos de EA nos PCNs e DCNEM se refletem no fazer educativo da escola? Qual o lugar curricular da EA no Ensino MÃdio? A metodologia da pesquisa foi marcada por uma abordagem indutiva e dedutiva com anÃlise qualitativa. Foi ainda realizado um estudo de campo, como forma de constatar a aprendizagem dos alunos no Ensino MÃdio. A tÃcnica de pesquisa utilizada foi um questionÃrio fechado acerca do carÃter socioeconÃmico dos sujeitos da pesquisa, da prÃtica pedagÃgica dos professores de quÃmica e de avaliaÃÃo de aprendizagem em quÃmica a partir da abordagem pedagÃgica da contextualizaÃÃo e da interdisciplinaridade e sua relaÃÃo com a EA. O pÃblico alvo da pesquisa foram quarenta alunos do 3 ano de uma escola pÃblica da CREDE 1 â MaracanaÃ. A pesquisa chegou à conclusÃo de que os alunos que estÃo concluindo o Ensino MÃdio tÃm os conhecimentos necessÃrios relativos à questÃo ambiental conforme preceituam os PCNs e DCNEM, nutrindo certa consciÃncia ecolÃgica acerca da aplicaÃÃo de seus saberes em aÃÃes ecologicamente corretas. Concluiu ainda que os saberes sobre os conteÃdos de QuÃmica, quando contextualizados e tratados de modo interdisciplinar geram melhoria da aprendizagem. Jà as questÃes especÃficas de quÃmica que poderiam ser potencializada a sua compreensÃo com o uso didÃtico do laboratÃrio apresentaram baixo percentual de acerto, exatamente pelo pouco uso do mesmo e da ausÃncia de uma abordagem investigativa que levasse o aluno à reflexÃo sobre o saber quÃmico. Assim, este trabalho produziu um manual de prÃticas quÃmicas com enfoque ambiental e o objetivo de auxiliar o professor a contextualizar os conhecimentos mais prÃprios da disciplina.
This research aimed to examine whether the knowledge that students acquire on Environmental Education (EA), at the end of high school, attend to what is set down by the PCNs and DCNEM. The question that guided this research can thus be expressed: to what extent do students who are completing high school have the basic knowledge about EA as proposed by the PCNs and DCNEM? From this central issue, other questions, equally relevant, are presented, such as: What is the concept of interdisciplinarity in EA in PCNs? What is the concept of interdisciplinarity in EA in DCNEM? What is in common between the concepts of EA in PCNs and DCNEM? What is divergent in concepts of EA in PCNs and DCNEM? What are the advances and setbacks between the EA conceptions in the PCNs and DCNEM? How are the concepts of EA reflected in PCNs and DCNEM in the educational practice? What is the place of the EA in the high school curriculum? The method of the research was led by and inductive and deductive approach with qualitative analysis. A field study was also carried as a way to observe student learning in high school. The technique used was a closed questionnaire about the participantsâ socioeconomic character, the chemistry teachersâ pedagogical practice and the evaluation of the chemistry learning after the contextualization and interdisciplinarity seen in classroom and their relation with EA. The target audience of the survey was forty students of the 3rd year of a public school CREDE 1 - MaracanaÃ. The research concluded that students who are completing high school have the required knowledge of the environmental issue as set down by PCNs and DCNEM, nourishing certain ecological awareness of the application of their knowledge in environmentally friendly actions. It further concluded that the knowledge about the contents of chemistry, when contextualized and treated in an interdisciplinary manner, generated learning. As for the specific issues of chemistry that could have leveraged their understanding with the usage of didactic chemistry lab, presented a low hit percentage, just because of the little use of the laboratory and the absence of an investigative approach that could lead the student to reflect on chemistry knowledge. This way, this research produced a manual of chemistry practices with environmental focus and the objective of helping the teacher to contextualize the particular knowledge of this discipline.

Cities within California are beginning to incorporate urban agriculture into their land use designations. Prompted by residents and local organizations, cities are hoping to capture the benefits that urban agriculture provides. Research has shown that urban agriculture renews and beautifies neighborhoods, provides healthy food choices, increases public health, has the potential to help with stormwater runoff, creates jobs, and fosters community. In the last few years, several California cities have made headlines as they have adopted new zoning codes that include urban agriculture. In reviewing these new zoning codes and exploring the topic of urban agriculture, it became evident that just because an urban farm was small, organic and provided certain benefits that it was not free from impacting its surroundings. As more urban agricultural ventures are established within cities, planners have to carefully consider their effect. One such impact could be stormwater pollution. There is insufficient research to determine whether there is a relationship between urban agriculture and stormwater, however, studies on conventional agriculture and urban landscaping (mainly urban lawns) show that each of these areas pollute the local water bodies with sediment, chemicals, and nutrients. Is urban agriculture different? This thesis utilizes two case studies within California, the City of Oakland and the City of San Diego, to examine the similarities and differences between each city’s urban agriculture ordinances and evaluate whether or not the cities have adjusted stormwater requirements in parallel with these ordinances. Interview responses and site visits in each city were analyzed and compared to expound upon the approaches each city engaged. Using the collected data and analysis as a base, a set of guidelines was created for managing stormwater runoff from urban agriculture.

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Ao se realizar um levantamento na grade curricular das universidades públicas da Região Sudeste, foi observado que muitas destas instituições de ensino superior têm retirado disciplinas teóricas e experimentais de química de coordenação das grades curriculares obrigatórias dos cursos de licenciatura em química. A química de coordenação é um tema abordado nas disciplinas de química inorgânica e possui inúmeras aplicações em diversas áreas de conhecimento. O licenciando em formação ao ter contato com este conhecimento específico, pode ampliar seu leque de conhecimento químico, e influenciar sua atuação profissional na escola básica. A presente dissertação descreve uma pesquisa que buscou refletir sobre a contribuição do laboratório de ensino superior na formação docente através de práticas de química de coordenação. Para isso, foi realizado um curso de extensão com professores que lecionam a disciplina de química no ensino básico. O planejamento do curso foi pautado na relação entre os conteúdos de química geral que são abordados no ensino básico e os conteúdos de química de coordenação abordados na disciplina teórica e na disciplina experimental durante a formação inicial. O objetivo de se estabelecer esta relação foi fazer com que as práticas de química de coordenação pudessem gerar significados, para que os docentes pudessem estabelecer uma relação com sua atuação em sala de aula. As práticas buscaram trabalhar a contextualização sob a perspectiva histórica como auxílio na busca dos significados, além de discutir os conhecimentos químicos envolvidos na experimentação. Os resultados gerados neste estudo apontam que o laboratório de ensino superior na formação docente pode auxiliar o professor em sua atuação profissional, contribuindo para que ele faça uma relação com o conteúdo que é ensinado na escola básica.
When conducting a survey in the curriculum of public universities in the Southeast Region, it was observed that many of these institutions of higher education have withdrawn theoretical and experimental disciplines of chemistry of coordination of curricular obligatory undergraduate chemistry courses. Coordination chemistry is a subject addressed in the disciplines of inorganic chemistry and has numerous applications in several areas of knowledge. The licensed in formation when having contact with this specific knowledge, may broaden its range of chemical knowledge, and influence its professional performance in the basic school. The present dissertation describes a research that sought to reflect on the contribution of the higher education laboratory in teacher education through coordination chemistry practices. For this, an extension course was held with teachers who teach the discipline of chemistry in elementary education. The planning of the course was based on the relationship between the contents of general chemistry that are approached in elementary education and the contents of chemistry of coordination approached in the theoretical discipline and in the experimental discipline during the initial formation. The objective of establishing this relationship was to make the practices of coordination chemistry could generate meanings, so that the teachers could establish a relation with their performance in the classroom. The practices sought to work contextualization under the historical perspective as an aid in the search for meanings, besides discussing the chemical knowledge involved in the experimentation. The results generated in this study indicate that the higher education laboratory in teacher education can assist the teacher in his professional performance, contributing to his relationship with the content that is taught in elementary school

The study identified successful practices used in vocational agriculture programs nationwide by surveying FFA executive secretaries, state vocational agriculture consultants and teacher educators in agricultural education. The three most frequently occurring practices in each of twenty-two categories from Survey 1 (national) became the variables for Survey 2. Survey 2 asked each participant (present and graduated vocational agriculture students, their parents, vocational agriculture teachers, consulting committee members, administrators, and community members involved in agriculture) to assign an importance rank and a frequency of use rank to each of the sixty-six variables. These variables, or practices, were deemed important because of the increased emphasis on excellence in education, and the desire for an evaluation system based upon the needs of program participants. The data from Survey 1 were analyzed for the number of times a practice was identified. Survey 2 data were analyzed statistically resulting in a rank ordering of successful practices and in interpretive tables based upon significant differences between respondent groups. It was concluded that many of the practices identified and deemed important by program participants were not being used in program evaluation. These practices, used at either the state or local level, could improve educational delivery and enable programs to more closely relate to the needs of the community.

This study identifies effective practices in the design of alternative education programs; and more specifically, programs that support the positive social engagement and healthy development of adolescents who have left the public education system and are labeled as marginalized or street involved. Effective practices were identified theoretically through a critic of current educational practices within the North-American public system and through the application of an integral systems theory framework of human development that identifies patterns of relationships between seemingly divergent perspectives in order to achieve the broadest breath of understanding through the inclusion of the truths held within each. A case study of a program that applied these practices within a community agricultural context was then analyzed to test their relevancy in the field. Through an analysis applying qualitative descriptive methodologies the following practices were identified as being effective in supporting positive engagement: 1) an experiential curriculum geared towards developing employable skills, 2) program activities that directly contributed to the local community, 3) the provision of a wage for program participants 4) adults facilitating the program trained in providing supportive caring relationships, 5) program peer groups being composed of youth and young adults of mixed ages and socio-economic backgrounds with marginalized youth being a minority, 6) a social co-operative organizational structure to administer the program. Limitations of the study were the small number of youth sampled as a result of the nature of the structure of the program in the case study.
Graduate