scholarly journals Virtualizing soil science field trips

2021 ◽  
Author(s):  
Darrell G. Schulze ◽  
Shams R. Rahmani ◽  
Joshua O. Minai ◽  
Cliff T. Johnston ◽  
Sherry S. Fulk‐Bringman ◽  
...  
Keyword(s):  
Field Trips ◽  
Soil Science ◽  
Science Field ◽  
Science Field Trips

Science field trips in the elementary school

1943 ◽  
Vol 27 (4) ◽  
pp. 137-139
Author(s):  
Dorothy E. Wheatley
Keyword(s):  
Elementary School ◽  
Field Trips ◽  
Science Field ◽  
Science Field Trips

Pros and Cons of Science Field Trips

1963 ◽  
Vol 25 (4) ◽  
pp. 267-268 ◽  
Author(s):  
Robert A. Vines
Keyword(s):  
Field Trips ◽  
Science Field ◽  
Pros And Cons ◽  
Science Field Trips

scholarly journals VALORACIÓN POR LOS PROFESORES EN FORMACIÓN DEL DOMINIO AFECTIVO EN LAS SALIDAS AL MEDIO NATURAL COMO ACTIVIDADES DE ENSEÑANZA-APRENDIZAJE

2017 ◽  
Vol 7 (1) ◽  
pp. 213
Author(s):  
Emilio Costillo Borrego ◽  
Ana Belén Borrachero Cortés ◽  
Mª Antonia Dávila Acedo ◽  
María Brígido Mero
Keyword(s):  
Prospective Teachers ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Affective Domain ◽  
Field Trip ◽  
Field Trips ◽  
Learning Activities ◽  
Science Field ◽  
Science Field Trips ◽  
Secondary Prospective Teachers

Abstract.ASSESSMENT OF PROSPECTIVE TEACHERS ABOUT AFFECTIVE DOMAIN IN NATURE FIELD TRIPS AS TEACHING AND LEARNING ACTIVITIESScience field trips of students have a positive impact about learning-teaching of Biology and Geology area. Nevertheless, few teachers carry out such activities in the right way. One reason could be the lack of studies concerning to activities focusing in the cognitive and affective teacher domains, especially in the first step of teacher education. Preliminary studies of our research group have shown that future teachers have wrong pedagogical concepts about these activities, sometimes related to their own experience as students. We study the assessment of prospective teachers about affective domain in nature field trips as teaching and learning activities. We analyzed 130 prospective teachers, 81 primary prospective teachers and 49 secondary prospective teachers. We use a single reflection on the merits of the science field trips with respect to the classroom. These prospective teachers were very much in agreement with the importance of these activities in enhancing their pupils’ affective domain. The 49.22% reported that science field trips generated improvements in the affective domain. Although this percentage is higher in secondary prospective teachers than primary prospective teachers (55.10% vs. 49.68%), the differences were not significant. No significant differences were found regarding gender of prospective teachers. Currently when it dominates a negative view of science among students is an important role for these activities. Therefore it is necessary to work these science field trip in-prospective teachers as they play a key role in the teaching and learning of these subjectsKeywords: Science field trip; affective domain; Teaching and learning activities; teacher training.Resumen.Las salidas al medio natural son de gran importancia en la enseñanza-aprendizaje de la Biología y Geología. Sin embargo, todavía son pocos los profesores que integran estas actividades en su docencia y en muchos casos lo hacen de forma poco provechosa. Además, apenas hay estudios centrados en el dominio cognitivo y afectivo de los profesores en este campo, y en particular durante las primeras etapas de su formación. Existe, por tanto, una carencia de información sobre la realización de estas actividades. Estudios preliminares de nuestro grupo de investigación han mostrado que los futuros docentes presentan concepciones pedagógicas erróneas e irreflexivas sobre estas actividades, a veces relacionadas con su propia experiencia como alumnos. Estudiamos la valoración por los profesores en formación del dominio afectivo en las salidas al medio natural como actividades de enseñanza-aprendizaje. Analizamos 130 profesores en formación, 81 profesores en formación de educación primaria y 49 de secundaría. Utilizamos una reflexión individual sobre las ventajas de las salidas al medio real con respecto a las aulas. El 49,22% señalaron que las salidas al medio natural generaban mejoras en el plano afectivo. Aunque este porcentaje es más alto en los profesores de secundaria que los de primaria (55,10% vs. 49,68%), las diferencias no fueron significativas. Tampoco se detectaron diferencias significativas en cuanto al género de los profesores. Actualmente cuando domina una visión negativa de las ciencias entre el alumnado es importante el papel de estas actividades. Por tanto es necesario trabajar estas salidas al medio natural en profesores en formación pues juegan un papel fundamental en la enseñanza-aprendizaje de estas asignaturasPalabras clave: salidas al medio natural, emociones, formación del profesorado, enseñanza aprendizaje del medio natural

The Role of Intrinsic Motivation in a Science Field Trip

2013 ◽  
Vol 18 (1) ◽  
pp. 71-82
Author(s):  
Gregory M. Benton
Keyword(s):  
Intrinsic Motivation ◽  
Field Trip ◽  
Field Trips ◽  
School Principal ◽  
Science Field ◽  
Interest In Science ◽  
School Faculty ◽  
Free Choice Learning

A school principal enlisted state park interpreters to organize a series of science field trips to provide a natural environment for instruction, encourage interest in science, and improve exam scores. Students participated in activities one day a month for six months and took exams. Benchmark scores increased compared with the previous year's fifth graders in science. A non-experimental case study examined the emotional and intellectual impressions resulting from students’ experiences of field trip activities. Qualitative data included interviews with school faculty, park interpreters, and 93 students riding to and from the park. Students were asked: what was your favorite activity and why? The study found the elements of novelty, outdoors, touching animals, learning, exploring, (seeing) animals, and personalization to be linked to the factors of play, flow (optimal experience), and free-choice learning. Findings suggest that intrinsic motivation is an important aspect of student enjoyment of field trips.

scholarly journals Effect of Bradyrhizobium and Azotobacter on growth and yield of mungbean varieties

1970 ◽  
Vol 7 (1) ◽  
pp. 7-13
Author(s):  
Nazmun Ara ◽  
M Rokonuzzaman ◽  
MN Hasan
Keyword(s):  
Growth Yield ◽  
Growth And Yield ◽  
Soil Science ◽  
Chemical Fertilizers ◽  
Science Field ◽  
Nodule Number ◽  
Plot Size ◽  
Shoot Weight ◽  
Number Of Seeds ◽  
Plot Design

A field experiment was conducted at the Soil Science Field Laboratory of Bangladesh Agricultural University (BAU), Mymensingh during the period from January to April 2004 to study the effects of Bradyrhizobium and Azotobacter inoculation on growth and yield of mungbean varieties. There were ten treatment combinations taking two varieties of mungbean viz. BARI mung-3 and BARI mung-4, and five bacterial and chemical fertilizers viz.control, Bradyrhizobium, Azotobacter, Bradyrhizobium plus Azotobacter and 20 kg N ha-1. The experiment was laid out in a split plot design with three replications assigning varities in main plots and bacterial and chemical fertilizers in subplots. The unit plot size was 4 m x 3 m. After 35 days of sowing, 10 plants were randomly uprooted from each plot to study nodulation. At maturity yield and yield contributing characters were recorded. Variety BARI mung-3 recorded significantly higher nodule number and weight, and shoot weight compared to BARI mung-4. On the other hand, BARI mung-4 produced significantly higher seed and stover yields than BARI mung-3 did. Application of Bradyrhizobium or Azotobacter or their combination significantly increased nodulation, and root and shoot weights at 35 days after sowing. Similarly, the number of seeds pod-1 and seed yield were significantly influenced by the bacterial biofertilizer. These results indicate that use of both Bradyrhizobium and Azotobacter inoculants appears to be an effective method for successful mungbean production at BAU farm. Keywords: Growth; Yield; Mungbean; Bradyrhizobium; Azotobacter DOI: 10.3329/jbau.v7i1.4790 J. Bangladesh Agril. Univ. 7(1): 7-13, 2009

scholarly journals Integrated effects of manures and fertilizers on the yield and nutrient uptake by BRRI dhan49

2014 ◽  
Vol 12 (1) ◽  
pp. 67-72 ◽  
Author(s):  
MR Islam ◽  
MB Rashid ◽  
AB Siddique ◽  
H Afroz
Keyword(s):  
Block Design ◽  
Maximum Yield ◽  
Poultry Manure ◽  
Soil Science ◽  
Panicle Length ◽  
Science Field ◽  
Yield And Quality ◽  
Randomized Complete Block Design ◽  
Experimental Plots

A field experiment was conducted at the Soil Science Field Laboratory of Bangladesh Agricultural University (BAU), Mymensingh during Aman season of 2011 to evaluate the effects of manures and fertilizers for maximizing the yield of BRRI dhan49. The experiment had six treatments, laid out in a randomized complete block design (RCBD) with four replications. The treatments were T0 = Control, T1 = STB-CF (HYG), T2 = CD + STB-CF (HYG), T3 = PM + STB-CF (HYG), T4= CoM + STB-CF (HYG) and T5 = Farmers’ practice (FP). Organic manures including cowdung, poultry manure and compost were applied to the experimental plots @ 5, 3 and 5 t ha-1, respectively. The recommended dozes of N, P, K and S supplied from urea, TSP, MoP and gypsum were 90, 15, 60 and 15 kg ha-1, respectively. Yield contributing characters like plant height, effective tillers hill-1, panicle length and grains panicle-1 of BRRI dhan49 were significantly influenced by the application of manures and fertilizers. The highest grain yield of 4.87 t ha-1 was observed in the treatment T3 [PM + STB-CF (HYG)] and the lowest value of 3.61 t ha-1 was found in T0 (control). The straw yield ranged from 4.10 to 5.51 t ha-1 in different treatments. The NPKS uptake by BRRI dhan49 was markedly influenced by manures and fertilizers. Based on overall results, the treatment T3 [PM + STB-CF (HYG)] was found to be the best combination of manures and fertilizers for obtaining the maximum yield and quality of rice. DOI: http://dx.doi.org/10.3329/jbau.v12i1.21240 J. Bangladesh Agril. Univ. 12(1): 67-72, June 2014

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