rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: influence of contextual teaching with the problem solving method on students' knowledge and attitudes toward horticulture, science, and school
  name:
    name part: Whitcher, Carrie Lynn
    name part: 1968-
    role:
      role term: creator
  name:
    name part: Zajicek, Jayne M.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2006
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: remote
  abstract: Adolescence is marked with many changes in the development of higher order thinking skills. As students enter high school they are expected to utilize these skills to solve problems, become abstract thinkers, and contribute to society. The goal of this study was to assess horticultural science knowledge achievement and attitude toward horticulture, science, and school in high school agriculture students. There were approximately 240 high school students in the sample including both experimental and control groups from California and Washington. Students in the experimental group participated in an educational program called "Hands-On Hortscience" which emphasized problem solving in investigation and experimentation activities with greenhouse plants, soilless media, and fertilizers. Students in the control group were taught by the subject matter method. The activities included in the Hands-On Hortscience curriculum were created to reinforce teaching the scientific method through the context of horticulture. The objectives included evaluating whether the students participating in the Hands-On Hortscience experimental group benefited in the areas of science literacy, data acquisition and analysis, and attitude toward horticulture, science, and school. Pre-tests were administered in both the experimental and control groups prior to the research activities and post-tests were administered after completion. The survey questionnaire included a biographical section and attitude survey. Significant increases in hortscience achievement were found from pre-test to post-test in both control and experimental study groups. The experimental treatment group had statistically higher achievement scores than the control group in the two areas tested: scientific method (p=0.0016) and horticulture plant nutrition (p=0.0004). In addition, the students participating in the Hands-On Hortscience activities had more positive attitudes toward horticulture, science, and school (p=0.0033). Stud…
  note: by Carrie Lynn Whitcher.
  note: "Major Subject: Horticulture"
  note: Title from author supplied metadata (automated record created on Feb. 23, 2007.)
  note: Vita.
  note: Abstract.
  note: Electronic resource.
  note: Mode of access: World Wide Web.
  note: System requirements: World Wide Web access and Adobe Acrobat Reader.
  note: Ph. D. Texas A&M University 2005.
  note: Includes bibliographical references.
  note: Text (Dissertation).
  subject:
    topic: Major Horticulture
  subject:
    topic: problem solving
  subject:
    topic: horticulture
  identifier: http://hdl.handle.net/1969.1/4226
  record info:
    record content source: TXA
    record creation date: 070327
    record change date: 20151104170111.0
    record identifier: in00002231292