Experiential Learning Activities in the Weed Science Classroom

Gallagher, Robert S.; Luschei, Edward C.; Gallandt, Eric R.; DiTommaso, Antonio

doi:10.1614/wt-06-100.1

Cited by 7 publications

(6 citation statements)

References 17 publications

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“…Funding agencies such as the USDA now emphasize stakeholder involvement and participatory research as a necessary component of research projects. Examples of participatory learning of weed science has been demonstrated both in classroom and extension settings 47 , 48 . Mental models research findings should be used to decide both the content of outreach materials as well as the framing and delivery of these messages 13 to best address both misconceptions and farmers’ most salient beliefs (Table 7).…”

Section: Discussionmentioning

confidence: 99%

Mental models of organic weed management: Comparison of New England US farmer and expert models

Jabbour

Zwickle

Gallandt

et al. 2013

Renew. Agric. Food Syst.

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Weeds are a major challenge for organic farmers, yet we know little about the factors influencing organic farmers' weed management decisions. We hypothesized that farmers and scientist 'experts' differ in fundamental areas of knowledge and perceptions regarding weeds and weed management. Moreover, these differences prevent effective communication, outreach programming and research prioritization. An expert mental model, constructed primarily from interviews with research scientists and extension professionals, revealed expert emphasis on knowledge of ecological weed management as crucial for successfully implementing such strategies. We interviewed 23 organic farmers in northern New England, yielding an aggregate farmer mental model to compare with the expert model. Farmers demonstrated knowledge of the major concepts discussed by experts, but differed in emphasis. Farmers placed less emphasis on ecological complexity than experts. One-third of farmers interviewed discussed the potential role of weeds as indicators of soil nutrient status, a concept of which experts were skeptical. Farmer beliefs about the weed seedbank highlighted potential misconceptions regarding seed persistence, with one-fourth of farmers focusing on the concept that seeds can live for an exceptionally long time in the soil, while experts focused on the concept of the seed half-life. Farmers emphasized the role of experience, both their own and that of other farmers, rather than knowledge derived from scientific research. Farmers considered yield and the cost of time and labor as equally at risk because of weeds, whereas experts predominantly discussed yield loss. During discussions of management, both farmers and experts most emphasized risks associated with cultivation and benefits associated with cover cropping. These results have prompted us, first, to develop new educational materials focused on weed seed longevity and management of the weed seedbank, and, second, to conduct regional focus groups with farmers who prioritize fertility management in their efforts to control weeds, especially manipulations of soil calcium and magnesium.

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Section: Discussionmentioning

confidence: 99%

Mental models of organic weed management: Comparison of New England US farmer and expert models

Jabbour

Zwickle

Gallandt

et al. 2013

Renew. Agric. Food Syst.

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“…(14) Weed science educators/instructors should devise more experiential learning activities (fact-based learning processes that integrate tangible experiences, insightful observations, abstract conceptualization, and vigorous experimentation; reviewed by Atherton, 2002 ), and incorporate the same into their courses in order to promote understanding of the subject matter and concept retention ( Gallagher et al, 2007 ).…”

Section: Future Directionsmentioning

confidence: 99%

Emerging Challenges and Opportunities for Education and Research in Weed Science

et al. 2017

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In modern agriculture, with more emphasis on high input systems, weed problems are likely to increase and become more complex. With heightened awareness of adverse effects of herbicide residues on human health and environment and the evolution of herbicide-resistant weed biotypes, a significant focus within weed science has now shifted to the development of eco-friendly technologies with reduced reliance on herbicides. Further, with the large-scale adoption of herbicide-resistant crops, and uncertain climatic optima under climate change, the problems for weed science have become multi-faceted. To handle these complex weed problems, a holistic line of action with multi-disciplinary approaches is required, including adjustments to technology, management practices, and legislation. Improved knowledge of weed ecology, biology, genetics, and molecular biology is essential for developing sustainable weed control practices. Additionally, judicious use of advanced technologies, such as site-specific weed management systems and decision support modeling, will play a significant role in reducing costs associated with weed control. Further, effective linkages between farmers and weed researchers will be necessary to facilitate the adoption of technological developments. To meet these challenges, priorities in research need to be determined and the education system for weed science needs to be reoriented. In respect of the latter imperative, closer collaboration between weed scientists and other disciplines can help in defining and solving the complex weed management challenges of the 21st century. This consensus will provide more versatile and diverse approaches to innovative teaching and training practices, which will be needed to prepare future weed science graduates who are capable of handling the anticipated challenges of weed science facing in contemporary agriculture. To build this capacity, mobilizing additional funding for both weed research and weed management education is essential.

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“…According to Zimdahl, Weed Science is multi-disciplinary in nature with topics as wide or varied as taxonomy, agricultural engineering, bio-chemistry, ecology, physiology and mathematical modeling [2], likely to feature in the curriculum. Based on this trajectory, the subject has been taught with various perceptions, however, with increasing emphasis on integrated weed biology and management and bio-economic modeling [3]. The discovery of herbicide especially, selective organic herbicides, has added another dimension to the teaching of Weed science in universities and research in institutions.…”

Section: Introductionmentioning

confidence: 99%

Weed Science Education at the Tertiary Educational Level in Nigeria

Ekea¹

2019

AFF

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Weed Science is a discipline in that it deals with the study of vegetation management in agriculture, horticulture, aquatics, right-of-way, estates or amenities, essentially anywhere plants need to be managed. It involves the study of all the tools available for this purpose. In comparison with other plant protection disciplines, it has not enjoyed being a distinct discipline. Its study has in most cases been aligned with degrees in Agriculture and Agricultural related discipline. It has always been a component of degrees in Agricultural Science or Crop Science in Nigerian universities. This paper reviews the current status of Weed Science education in Nigeria. In Nigerian universities courses on weed control is part of degree programmes in Agriculture, Horticulture and/or Biological/Plant Sciences, where only aspects of weed characteristics and their control with herbicides, are taught in the third or final years. At the Masters or graduate levels it is taught where there is a Resident Weed Scientist. Because of government's insensitivity the growth and development of professionalism is stifled. To date, of 149 universities in the country, only 58 of them offer one form of a course or the other that is related to weed science, constituting 44.8%. There were no Weed Scientists present in all the categories of Polytechnics, hence limiting per capita availability of Weed Scientists in the country. This situation does not engender participation or entrant of new members into the discipline. Inadequate funding of the education and agricultural sectors has been the bane of developing adequate manpower and expertise needed in the area. For instance the Weed Science Society of Nigeria has been in existence since 1971, but their presence has not adequately influenced professionalism due to lack of appropriate policy environment. Weed Science education in Nigeria has not found its rightful space in the national polity. If national agricultural development is to remain afloat, Weed Science education should be properly appropriated through adequate budgetary allocation to the Agriculture and Education sectors. This will enhance the quality of teaching and recruitment of Weed Scientist.

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Experiential Learning Activities in the Weed Science Classroom

Cited by 7 publications

References 17 publications

Mental models of organic weed management: Comparison of New England US farmer and expert models

Mental models of organic weed management: Comparison of New England US farmer and expert models

Emerging Challenges and Opportunities for Education and Research in Weed Science

Weed Science Education at the Tertiary Educational Level in Nigeria

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