Boot Camp-Style Teacher Workshops to Incorporate Hands-On Activities in Agricultural Sciences

Autor/inn/en	Kaur, Jasleen; Kariyat, Rupesh R.
Titel	Boot Camp-Style Teacher Workshops to Incorporate Hands-On Activities in Agricultural Sciences
Quelle	In: Natural Sciences Education, 49 (2020) 1, (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kariyat, Rupesh R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-8281
DOI	10.1002/nse2.20021
Schlagwörter	Workshops; Professional Development; Inservice Teacher Education; High School Teachers; Agricultural Education; Agriculture; Food; Hunger; Plants (Botany); Curriculum Implementation; Student Centered Learning; Lesson Plans; Geographic Regions; Hands on Science; Texas + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Lehrerfortbildung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lebensmittel; Pflanze; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lesson planning; Unterrichtsplanung
Abstract	Food security is one of the most pressing concerns of our times. Despite the vast opportunities, there is a shortage of skilled professionals in the food, agriculture, and plant sciences. Although most programs focused on addressing this concern have targeted students, we have often overlooked another critical group--the teachers. To address this issue, we recruited high school teachers from the Pharr--San Juan--Alamo Independent School District (PSJA-ISD) in South Texas to participate in a workshop at the University of Texas Rio Grande Valley (UTRGV) and fostered their agricultural knowledge through boot camp-style intensive training by faculty members in food, agriculture, and plant sciences. Through this project, we seek to indirectly educate nearly 2,000 high school students and use these lesson plans as models for undergraduate education. Results from the teacher and student assistant evaluations show that our workshop structure and design is effective in serving the objectives and instigating interest among teachers who plan to incorporate these into their lesson plans. Student assistants involved in the project also describe it as an opportunity to improve their teaching and public speaking skills. Taken together, we suggest that in addition to planning student-centered activities, the teacher-centered activities should also take the center stage in our fight for better food security. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01