Journal of Natural Resources and Life Sciences Education最新文献_第9页

Using an Interdisciplinary Approach to Teach Undergraduates Communication and Information Literacy Skills 运用跨学科方法教授大学生沟通与信息素养技能

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2010.0005u

Andrea L. Dinkelman, Jeanine E. Aune, Gail R. Nonnecke

{"title":"Using an Interdisciplinary Approach to Teach Undergraduates Communication and Information Literacy Skills","authors":"Andrea L. Dinkelman, Jeanine E. Aune, Gail R. Nonnecke","doi":"10.4195/jnrlse.2010.0005u","DOIUrl":"10.4195/jnrlse.2010.0005u","url":null,"abstract":"<div>\u0000 <p>For successful and productive careers, undergraduate students need effective communication and critical thinking skills; information literacy is a substantial component in the development of these skills. Students often perceive communication courses as distinct and separate from their chosen discipline. Faculty from the Departments of English and Horticulture and the library at Iowa State University collaborated in a foundation communication course (English 250). The course incorporates five components—finding information sources; evaluating information sources; and preparing an annotated bibliography, a research paper, and a research poster—all within the context of horticulture. The objective of the collaboration was to integrate communication and information literacy concepts into English 250 and relate these concepts to the students’ discipline of horticulture. Assessment data and focus group discussions strongly validate students’ appreciation for an interdisciplinary approach to teaching communication and information literacy skills within the discipline.</p>\u0000 </div>","PeriodicalId":100810,"journal":{"name":"Journal of Natural Resources and Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acsess.onlinelibrary.wiley.com/doi/epdf/10.4195/jnrlse.2010.0005u","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78558256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

A Culturally Relevant Agricultural and Environmental Course for K–12 Teachers in Hawaii 为夏威夷K-12教师开设的与文化相关的农业和环境课程

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2008.0040k

Traci Sylva, Pauline Chinn, Charles Kinoshita

{"title":"A Culturally Relevant Agricultural and Environmental Course for K–12 Teachers in Hawaii","authors":"Traci Sylva, Pauline Chinn, Charles Kinoshita","doi":"10.4195/jnrlse.2008.0040k","DOIUrl":"10.4195/jnrlse.2008.0040k","url":null,"abstract":"<p>A Hawaiian cultural-based agricultural and environmental science professional development course was transformed based on the precepts of situated learning in communities of practice, and offered to K–12 teachers. In this article we describe the format and content of the transformed course based on lessons learned from previous years offered to K–12 teachers. We also describe the teachers’ responses to the course and students’ response to curricula implemented by teachers. Hawaiian ways of learning are experience-based, embedded in real-life purpose and context, highly interpersonal, and location specific. Our goal in transforming this course was to help teachers to incorporate important topics related to the environmental and agriculture science fields into their curricula, and to make that content relevant to their students’ lives and backgrounds, especially those of native Hawaiian decent. Based on observations, written and oral evaluations from teachers, student assessments, and student involvement in community projects, we feel that we have attained that goal. Some of the important factors for effective learning and implementation of this new culture–science curriculum by teachers are: (1) culturally relevant course format that provides meaningful, effective social interactions among instructors and teachers/students; (2) development of a “community of practice”; (3) a team of instructors, each knowledgeable in different areas, such as science, agriculture, Hawaiian culture, all experienced in problem-based teaching; (4) excellent models of problem-based and culturally based projects/curricula; and (5) continued support from peers and instructional team throughout the academic year.</p>","PeriodicalId":100810,"journal":{"name":"Journal of Natural Resources and Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75232381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

List of Reviewers 审稿人名单

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.2134/jnrlse2010.391183x

引用次数: 0

A Computer-Based Simulation for Teaching Heat Transfer across a Woody Stem 木质树干传热教学的计算机模拟

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2008.0027u

Michael R. Maixner, Robert K. Noyd, Jerome A. Krueger

{"title":"A Computer-Based Simulation for Teaching Heat Transfer across a Woody Stem","authors":"Michael R. Maixner, Robert K. Noyd, Jerome A. Krueger","doi":"10.4195/jnrlse.2008.0027u","DOIUrl":"10.4195/jnrlse.2008.0027u","url":null,"abstract":"<p>To assist student understanding of heat transfer through woody stems, we developed an instructional package that included an Excel-based, one-dimensional simulation model and a companion instructional worksheet. Guiding undergraduate botany students to applying principles of thermodynamics to plants in nature is fraught with two main obstacles: (1) students have a limited knowledge of heat transfer fundamentals, and (2) the highly complex and cognitively demanding analysis of the plant thermal environment. To provide the necessary background, reduce the complexity, and allow students to process information in a step-wise fashion, the computer simulation permits students to vary heat transfer properties for the bark and xylem, along with lateral stem dimensions, to visualize the resulting diurnal transient radial temperature distribution throughout the stem. Additionally, the maximum cambial temperature excursion could be visualized, along with the phase difference between the cambial temperature and the outer bark temperature at any time. A paper-based instructional worksheet guides students through a series of questions and leads them through the learning process. They acquire basic concepts of heat transfer and apply their observations to ecophysiological conditions such as heat stress on saplings, the insulative value of bark, and the impact of fire on the cambium. Anecdotal evidence indicated that the computer simulation proved to be a valuable tool for students because it reinforced woody stem structure and placed it into context of a tree's physiological response to temperature.</p>","PeriodicalId":100810,"journal":{"name":"Journal of Natural Resources and Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73386901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Riparian Areas of the Southwest: Learning from Repeat Photographs 西南河岸地区:从重复照片中学习

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2009.0042

George N. Zaimes, Michael A. Crimmins

{"title":"Riparian Areas of the Southwest: Learning from Repeat Photographs","authors":"George N. Zaimes, Michael A. Crimmins","doi":"10.4195/jnrlse.2009.0042","DOIUrl":"10.4195/jnrlse.2009.0042","url":null,"abstract":"<p>Spatial and temporal variability of riparian areas, as well as potential impacts from climate change, are concepts that land and water managers and stakeholders need to understand to effectively manage and protect riparian areas. Rapid population growth in the southwestern United States, and multiple-use designation of most riparian areas, makes understanding these concepts even more important. To assist in this endeavor, the Watershed/Riparian and Climate Science Extension programs at the University of Arizona developed two experiential learning exercises with repeat photographs of riparian areas. Experiential learning is the process of learning from direct experiences; repeat photography, a tool for long-term monitoring, provides visual details of landscapes across large temporal scales. The goal of the exercises was to increase the participant's knowledge on certain topics through active participation, communication, problem-based learning, critical thinking, and empowerment. The first exercise examined precipitation, stream flow, and potential climate change impacts on riparian areas. The second exercise investigated how riparian areas change around the state of Arizona and through time while trying to understand the factors that cause these changes. The participants’ evaluations indicate that their knowledge level increased after conducting the exercises. In addition, the exercises are a more pleasant way of learning than the traditional teaching methods. These exercises were specific to the southwestern United States but could easily be adapted by extension professionals in other regions of the United States as well as for university courses. The plethora of repeat photographs is an unexploited resource that should be utilized for educational purposes.</p>","PeriodicalId":100810,"journal":{"name":"Journal of Natural Resources and Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84578529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Impact of an Ecohydrology Classroom Activity on Middle School Students’ Understanding of Evapotranspiration 生态水文学课堂活动对中学生蒸散发认识的影响

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2009.0044k

Juan Camilo Villegas, Clayton T. Morrison, Katharine L. Gerst, Carole R. Beal, Javier E. Espeleta, Matt Adamson

{"title":"Impact of an Ecohydrology Classroom Activity on Middle School Students’ Understanding of Evapotranspiration","authors":"Juan Camilo Villegas, Clayton T. Morrison, Katharine L. Gerst, Carole R. Beal, Javier E. Espeleta, Matt Adamson","doi":"10.4195/jnrlse.2009.0044k","DOIUrl":"10.4195/jnrlse.2009.0044k","url":null,"abstract":"<div>\u0000 <p>Current trends in ecological research emphasize interdisciplinary approaches for assessing effects of present and predicted environmental changes. One such emerging interdisciplinary field is the discipline of ecohydrology, which studies the feedbacks and interactions between ecological and hydrological processes. However, interdisciplinary science, which includes ecohydrology and other fields, has not yet been effectively translated into many K–12 curricula. We adapted an ecohydrological research project, originally conducted at the Biosphere 2 research apparatus, for use in a middle school classroom. The experiment focuses on describing the effects of changes in landscape vegetation cover on the partitioning of evapotranspiration, the major component of the water budget, into plant transpiration and soil evaporation. The 1-week long experiment was conducted by Grade 6 students (<i>n</i> = 82) in classrooms in Oro Valley, AZ. Students completed pre- and post-experiment tests designed to assess their general understanding of the components of evapotranspiration as well as the scientific procedures that can be used to differentiate them. Our results show significant improvement between the pre- and post-experiment evaluations on the understanding of the water cycle concepts, particularly those associated with evapotranspiration. This improvement illustrates how the incorporation of experimental knowledge can constitute a key instrument to successful delivery of scientific information in the classroom. We discuss how current scientific research can be effectively incorporated into the science curriculum, which in turn can be used as an instrumental tool to produce scientifically relevant data.</p>\u0000 </div>","PeriodicalId":100810,"journal":{"name":"Journal of Natural Resources and Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acsess.onlinelibrary.wiley.com/doi/epdf/10.4195/jnrlse.2009.0044k","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84477056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Exploring Photosynthesis and Plant Stress Using Inexpensive Chlorophyll Fluorometers 利用廉价的叶绿素荧光仪探索光合作用和植物胁迫

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2009.0024u

Stephen Cessna, Barbara Demmig-Adams, William W. Adams III

引用次数: 33

Wastewater Phosphorus Removal by Two Different Types of Andesitic Volcanic Tephra 两种不同类型安山岩火山岩对废水除磷的影响

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2010.0001se

Amanda M. Liesch

引用次数: 5

Integrating Field-Based Research into the Classroom: An Environmental Sampling Exercise 将实地研究融入课堂:环境取样练习

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2009.0045n

T. DeSutter, E. Viall, I. Rijal, M. Murdoff, A. Guy, X. Pang, S. Koltes, R. Luciano, X. Bai, K. Zitnick, S. Wang, F. Podrebarac, F. Casey, D. Hopkins

{"title":"Integrating Field-Based Research into the Classroom: An Environmental Sampling Exercise","authors":"T. DeSutter, E. Viall, I. Rijal, M. Murdoff, A. Guy, X. Pang, S. Koltes, R. Luciano, X. Bai, K. Zitnick, S. Wang, F. Podrebarac, F. Casey, D. Hopkins","doi":"10.4195/jnrlse.2009.0045n","DOIUrl":"10.4195/jnrlse.2009.0045n","url":null,"abstract":"<p>A field-based, soil methods, and instrumentation course was developed to expose graduate students to numerous strategies for measuring soil parameters. Given the northern latitude of North Dakota State University and the rapid onset of winter, this course met once per week for the first 8 weeks of the fall semester and centered on the field as a classroom, allowing the students to learn through hands-on participation. The major focus of the course was providing a real-life example where the scientific method was used to answer a testable hypothesis. Students developed testable hypotheses, designed an experiment, determined sampling protocol and sample analysis, conducted statistical analysis, and wrote results in a peer-reviewed format. The research question for this course was, “What is the concentration of total mercury (Hg) in roadside soils of North Dakota?” The results from the student project indicated that total soil Hg concentration increased with increasing distance from the roadside shoulder and that total soil Hg concentration was not statistically different between high-traffic and low-traffic areas. Field-based courses and student-driven research projects are excellent ways to introduce research methods to graduate students. Student learning was enhanced during the experiential learning process by allowing the students to follow the scientific method starting from the formulation of ideas (research question and testable hypotheses) to the preparation of a manuscript.</p>","PeriodicalId":100810,"journal":{"name":"Journal of Natural Resources and Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4195/jnrlse.2009.0045n","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81745772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

JNRLSE Editorial Board Minutes for 2009 JNRLSE编辑委员会2009年会议纪要

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.2134/jnrlse2010.391184x

引用次数: 0