Active learning can engage high school students to learn science, yet there is limited understanding if active learning can help students learn challenging science concepts such as genetics and biotechnology. This quasi-experimental study explored the effects of active learning compared to passive learning regarding high school students' knowledge, motivation and perceptions of learning experiences using The Apple Genomics Project, a National Science Foundation-funded web-based curriculum. Students enrolled in both active learning classrooms and passive learning classrooms utilizing The Apple Genomics Project demonstrated an increase in knowledge of biotechnology and genetics, but did not show change of interest in learning science upon completion of the unit. However, student participants in active learning classrooms had more positive perceptions of learning experiences compared to those students enrolled in the passive learning classrooms. Regardless of the approach used, teachers shared similar perceptions regarding The Apple Genomics Project curriculum, specifically, the biotechnology and genomics unit, including the lesson content, lesson activities, use of technology, and overall impressions of the unit.

Studies have shown gardening to have the potential to influence students in several positive ways. The hands-on and informal learning that occurs in these outdoor areas can be incorporated into all areas of the curriculum, fostering environmental awareness and increased interest in science. Junior Master Gardener (JMG) was chosen to be evaluated in 14 Indiana third grade classrooms as little formal classroom usage data exists for the program. It was hypothesized that the use of the program could help improve agriculture awareness and knowledge in youth. Quantitative and qualitative instruments and observations were utilized in a effort to evaluate knowledge gain and change of attitude towards the topics covered by the JMG curriculum; science, horticulture, and the environment. Student pre- and posttest results indicated overall significant gains in knowledge and attitudes. Performance was not attributed to student age, gender, race, or location of the school, although those schools with a garden achieved more positive gains in attitude and specific performance varied according to classroom. Qualitative data also indicated that the students enjoyed the program, shared what they learned with others, and wanted to participate in more JMG and gardening type activities. Teachers indicated that they were satisfied with the program in their classrooms and planned to reuse their JMG materials for future classes.

A total of 34 apple (Malus × domestica Borkh.) cDNA libraries were constructed from root, leaf, bud, shoot, fl ower, and fruit tissues, at various developmental stages and/or under biotic or abiotic stress conditions, and of several genotypes. From these libraries, 190,425 clones were partially sequenced from the 5ʹ end and 42,619 clones were sequenced from the 3ʹ end, and a total of 182,241 high-quality expressed sequence tags (ESTs) were obtained. These coalesced into 23,442 tentative contigs and 9843 singletons, for a total of 33,825 apple unigenes. Functional annotation of this unigene set revealed an even distribution of apple sequences among the three main gene ontology categories. Of ~33,000 apple unigenes, 8437 (25%) had no detectable homologs (E >0.1) in the Arabidopsis genome. When the entire apple unigene set was compared with the entire citrus [Citrus sinensis (L.) Osbeck] unigene set and the poplar (Populus trichocarpa Torr. & Gray) predicted proteome, both members of the core eudicot and rosids clade, 13,521 of apple unigenes matched one or more sequences in citrus, while 25,817 had counterparts in the poplar protein database. Apple-Arabidopsis-citrus-poplar comparisons revealed closer evolutionary relationships between apple and poplar than with the other two species. Genes involved in basic metabolic pathways appear to be largely conserved among apple, citrus, poplar, and Arabidopsis.

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