Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Entire DC Network
Land-Based Learning: A Learning Paradigm For Building Community And Sustainable Farms, Aaron J. Mckim, Matt R. Raven, Abbey Palmer, Ashley Mcfarland, Ashley Mcfarland, James Isleib
Land-Based Learning: A Learning Paradigm For Building Community And Sustainable Farms, Aaron J. Mckim, Matt R. Raven, Abbey Palmer, Ashley Mcfarland, Ashley Mcfarland, James Isleib
The Journal of Extension
Mitigating complex problems is increasingly essential to sustaining life on Earth. Empowering current and future generations to address these problems requires rethinking traditional education approaches. This article serves as a primer for land-based learning—defined as a pedagogical approach in which learners collaborate with community members to implement place-based interventions within agricultural systems to increase the sustainability of their community. As an introduction to land-based learning, the article (a) describes critical checkpoints within land-based learning, (b) illuminates the role of Extension educators in facilitating land-based learning, and (c) introduces a case study of land-based learning in Michigan's Upper Peninsula.
The Problem With Teaching Science, Technology, Engineering, And Math As Inquiry Versus By Inquiry, Paul Hill, Andrea Schmutz
The Problem With Teaching Science, Technology, Engineering, And Math As Inquiry Versus By Inquiry, Paul Hill, Andrea Schmutz
The Journal of Extension
4-H professionals implementing problem-based learning and other minimally guided instruction techniques in science, technology, engineering, and math education often do so with learners working in small groups, a strategy that allows learners to construct knowledge through social interactions. However, educators who implement these techniques without an understanding of human cognitive architecture risk confusing the teaching of a discipline as inquiry with the teaching of the discipline by inquiry. The assumption that knowledge is learned best through experience does not account for the difference between experts who are practicing a profession and students who are learning to practice a profession.