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首页> 外文学位 >STUDENT ACHIEVEMENT AND THE USE OF A GREENHOUSE-PRODUCTION RECORD BOOK AND POTTED-CHRYSANTHEMUM UNIT OF INSTRUCTION.
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STUDENT ACHIEVEMENT AND THE USE OF A GREENHOUSE-PRODUCTION RECORD BOOK AND POTTED-CHRYSANTHEMUM UNIT OF INSTRUCTION.

机译：学生的成就以及温室生产记录簿和盆栽菊科教学单位的使用。

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摘要

Keeping records of "hands-on" experiences has provided high school vocational agriculture students with a systematic approach to developing skills for employment. There is a need for a greenhouse-production record book for vocational agriculture students preparing for careers in the greenhouse industry. In this study, a greenhouse-production record book and a unit of instruction for growing potted chrysanthemums were developed and field tested. Students in the study had the opportunity to grow potted chrysanthemums, a commonly grown commercial greenhouse crop, in the school greenhouse.;Under the Vocational Education Act of 1963, vocational agriculture programs were broadened to include off-farm agricultural occupations. The Vocational Amendments of 1968 increased support for vocational education and consolidated previous legislation. By this time, high school students studying vocational agriculture were selecting new careers in forestry, natural resources, horticulture, and agriculture supplies and products as well as farming. The traditional "hands-on" experiences obtained by working on a farm no longer provided the skills needed for off-farm careers.;A greenhouse record book and a potted-chrysanthemum unit were developed to be used as the independent variables in this study. A potted chrysanthemum scoresheet and a potted-chrysanthemum test were developed to measure the achievement of the students. The mean crop quality scores and mean test scores were the dependent variables. All the resources developed for the study were reviewed by a panel of specialists, field tested by teachers, and revised before the experimental study was initiated.;The design selected for the study was a modified posttest-only control group design. The population for this study included selected high schools and area vocational-technical schools with horticulture departments in Central and Eastern Pennsylvania. Twenty-eight schools were contacted by telephone to obtain 20 schools who met the criteria. All 20 schools were used in the study; the schools were randomly assigned to the levels of the treatment. Five classes received the greenhouse record book coupled with the potted-chrysanthemum unit (X(,1)); five classes received only the greenhouse record book (X(,2)); five classes received only the potted-chrysanthemum unit (X(,3)); and five classes received the teachers' own instructional materials (X(,4)).;The practice of providing "hands-on" or supervised experience in agriculture is not a new concept. With the passage of the Smith Hughes Act in 1917, supervised experience in agriculture on a farm became an accepted procedure for providing "hands-on" learning experiences. To supplement classroom instruction, high school vocational agriculture students were required to keep records of the practices that were used on a farm.;The principal conclusion of the investigation was that the potted-chrysanthemum unit was effective in promoting cognitive learning about potted-chrysanthemum production. The results supported the belief that the students who received the potted-chrysanthemum unit would score higher on a cognitive test than students who did not receive the potted-chrysanthemum unit. The potted-chrysanthemum unit and the greenhouse record book when used independently were effective in helping students to grow better quality potted chrysanthemums.
机译：记录“动手”经验为高中职业农业学生提供了系统的方法来发展就业技能。需要为职业农业学生准备温室工业的温室生产记录簿。在这项研究中，开发了温室生产记录簿和种植盆栽菊花的教学单元，并进行了现场测试。该研究的学生有机会在学校温室中种植盆栽菊花（一种常见的商业温室作物）。；根据1963年的《职业教育法》，职业农业计划扩大到包括非农业农业职业。 1968年的《职业修正案》增加了对职业教育的支持，并巩固了以前的立法。到了这个时候，正在学习职业农业的高中生正在选择林业，自然资源，园艺，农业用品和产品以及农业方面的新职业。通过在农场工作获得的传统“动手实践”经验不再提供非农业职业所需的技能。；开发了温室记录簿和盆栽菊花单元作为本研究的自变量。开发了盆栽菊花评分表和盆栽菊花测试来衡量学生的成绩。平均作物质量得分和平均测试得分是因变量。为该研究开发的所有资源均由一个专家小组审查，由教师进行现场测试，并在开始实验研究之前进行了修改。；为该研究选择的设计是仅用于测试后的对照组设计。这项研究的人口包括宾夕法尼亚州中部和东部的部分高中和地区设有园艺部门的职业技术学校。通过电话联系了28所学校，以获得符合标准的20所学校。本研究使用了全部20所学校。学校被随机分配到治疗水平。五个班级收到了温室记录簿以及盆栽菊花单位（X（，1））；五堂课只收到温室记录簿（X（，2））；五堂课只接受了盆栽菊花单元（X（，3））；五个班级收到了教师自己的教学材料（X（，4））。；提供“动手实践”或有监督的农业经验的做法并不是一个新概念。随着1917年的《史密斯·休斯法案》（Smith Hughes Act）通过，在农场进行农业监督的经验已成为提供“动手”学习经验的公认程序。为了补充课堂教学，高中职业农业学生被要求保存在农场中使用的做法的记录。；调查的主要结论是，盆栽菊花单元可以有效地促进有关盆栽菊花生产的认知学习。 。结果支持这样一个信念，即接受盆栽菊花单元的学生在认知测验中的得分要高于不接受盆栽菊花单元的学生。单独使用盆栽菊花单元和温室记录簿可以有效地帮助学生种植质量更高的盆栽菊花。

著录项

  • 作者

    RHODES, KENNETH BOYD.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Agricultural education.
  • 学位 Ph.D.
  • 年度 1980
  • 页码 111 p.
  • 总页数 111
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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