Relevant bibliographies by topics / Integrative Agricultural Education

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Academic literature on the topic 'Integrative Agricultural Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Integrative Agricultural Education"

1

Robinson, Kelly, Donna Westfall-Rudd, Tiffany Drape, and Hannah Scherer. "Conceptualizing Integrative Agricultural Education: Introductory Framework for Integrating Mathematics in Agricultural Curriculum." Journal of Agricultural Education 59, no. 4 (2018): 253–69. http://dx.doi.org/10.5032/jae.2018.04253.

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Zhu, Egui, Arash Hadadgar, Italo Masiello, and Nabil Zary. "Augmented reality in healthcare education: an integrative review." PeerJ 2 (July 8, 2014): e469. http://dx.doi.org/10.7717/peerj.469.

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Овтов, Владимир, Vladimir Ovtov, Алексей Поликанов, and Aleksey Polikanov. "IMPLEMENTATION «OF A TWO-LEVEL PROGRAM ENGINEER-ING-GRAPHIC EDUCATION» IN AGRICULTURAL UNIVERSITY." Standards and Monitoring in Education 6, no. 1 (2018): 16–19. http://dx.doi.org/10.12737/article_5a5f18c8e9d583.48268914.

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The article is devoted to the use of modern computer technologies in the teaching of engineering and graphic disciplines in the engineering specialties of an agricultural university, to the formation of professional engineering and graphic competencies for students in the process of computer graphics training, computer modeling at the bachelor’s level and the basics of computer-aided design at the master’s level, to the development and implementation of work programs as part of the main educational programs providing two-level training using the national program computer-aided design KOMPAS-3D. There is an integrative of information-developing, personality-oriented teaching methods implemented in work programs ensuring the formation of competencies determined by the federal state standards of higher education and developed independently by the university.
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Walsh, John. "Blood Pressure Rummy: An Exercise in Integrative Thinking." American Biology Teacher 48, no. 5 (1986): 300–317. http://dx.doi.org/10.2307/4448296.

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5

Conner, Nathan, Christopher Stripling, and Jamie Loizzo. "Preservice teachers’ perceptions of science integration into secondary agriculture classrooms." Advancements in Agricultural Development 1, no. 3 (2020): 1–13. http://dx.doi.org/10.37433/aad.v1i3.49.

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After completing a 40-hour field experience course, 26 preservice teachers participated in interviews about their experiences observing science integration in secondary agriculture classrooms. Based on Bandura’s social cognitive theory, researchers analyzed interview transcripts for preservice teachers’ descriptions of perceived preparedness to integrate science into agricultural education programs based on personal, environmental, and behavioral determinants. Findings indicated the integration of science concepts were reliant upon participants’ perceived integration ability, importance of science knowledge, consequences of science integration, application of hands-on learning, practical application of science in agriculture, and the influence of colleague collaboration on the learning environment. From their observations, preservice teachers cited specific instances of academic science concepts relating to agriculture, which they perceived as an applied science. While natural ties to biology and chemistry appeared in classroom lessons, preservice teachers held a belief that agricultural education is a unique practical context for learning and integration of science, but too much science integration is seen as a threat to agricultural education. Many preservice teachers noted the environment surrounding their future agricultural classrooms will play a large role in how they integrate science. Future research should further investigate how behavioral, personal, and environmental factors influence science integration.
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Santos, Gleise Regina Bertolazi dos, Celso Dal Ré Carneiro, and Jorge Bonito. "Geosciences in professional education: a comparative study between Brazil and Portugal." Terrae Didatica 14, no. 3 (2018): 320–25. http://dx.doi.org/10.20396/td.v14i3.8653532.

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Brazil faces educational and environmental crisis that enhance the importance of valuing geoscientific contents in school cur-ricula, especially in basic education. The modality of technical education integrated to high school courses (TEIHSC) open broad possibilities to build an integrated view of nature and of human interference. However, the current situation is one of great fragmentation of contents and diversification of teaching-learning approaches. As a contribution to understand better the national reality, the present project aims to carry out a survey of geoscientific themes present in the Brazilian official curricula of TEIHS courses and in the curricula of secondary professional education of public schools in Portugal. The distribution of technical schools in this teaching modality – TEIHS comprises the states of São Paulo, Rio de Janeiro, Minas Gerais and Espíri-to Santo and even in the official curricula of federal technical schools situated in these states. This project should discuss cur-ricular convergences and divergences from the background of the following courses: Agriculture, Surveying, Environmental Control, Forestry, Environment, Mining, Oil and Gas, Environmental Management, Agricultural Production, Forestry and Envi-ronmental Resources, Tourism and Environmental and Rural Tourism. The investigation will produce a comprehensive pano-rama of proposals for including geoscientific contents within this type of school integrative curriculum. The debate should at-tempt to recompose the basic needs to help citizens for taking well-founded decisions about socioeconomic, political and envi-ronmental changes.
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7

Lameck, Wilfred U., and Denis J. Kamugisha. "In Search of a Link between Planning and Service Delivery: How can we Explicate Service Delivery Gap Using Primary Education and Agricultural Extension Services in Tanzania?" Journal of Public Administration and Governance 5, no. 4 (2015): 84. http://dx.doi.org/10.5296/jpag.v5i4.8864.

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Planning is a life blood of development. It creates a path through which initiatives can be translated into practice. This is possible if planning is made to be as integrative as possible to guarantee systematic coverage of all crucial aspects for attainment of articulated goals. It delineates key issues over which the tenets of different courses of action should be anchored. All the way through, Tanzania has been striving to adopt and execute an integrative planning process to attain its desired development. From 1960s through 1970s to early 1980s, Tanzania was found to be busy experimenting conventional planning process in all development circles. Nevertheless, conventional planning has been accused of being supply driven rather than demand driven. In reaction to this, from the early 21st century, Tanzania, like other developing countries, officially adopted a bottom up planning approach. Despite that deliberate intervention, the current practice still embraces top down model. This is so because the center still retains decision making powers and its priorities prevail over grassroots priorities. The objective of this article is to explain this failure of planning process which results to service delivery gap. In doing this, we compared the delivery of primary education in Moshi Municipal Council and that of agricultural extension services in Hai District Council.
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8

Merritt, Robert B., Lou Ann Bierwert, Barton Slatko, et al. "Tasting Phenylthiocarbamide (PTC): A New Integrative Genetics Lab with an Old Flavor." American Biology Teacher 70, no. 5 (2008): e23-e28. http://dx.doi.org/10.1662/0002-7685(2008)70[23:tppani]2.0.co;2.

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9

Saqib, Sadaf. "An Integrative Decision Support Model for Smart Agriculture Based on Internet of Things and Machine Learning." Journal of Informatics Electrical and Electronics Engineering (JIEEE) 2, no. 2 (2021): 1–19. http://dx.doi.org/10.54060/jieee/002.02.007.

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The Internet of Things (IoT) has achieved an upset in a considerable lot of the circles of our current lives, like automobile, medical services offices, home automation, retail, education, manufacturing, and many more. The Agriculture and Farming ventures significantly affect the acquaintance of the IoT with the world. Machine learning (ML) is a part of artificial intelligence (AI) that permits software applications to turn out to be more precise at foreseeing results without being expressly customized to do as such. It uses historical data as input to predict new result values. In the event, a specific industry has sufficient recorded information to help the machine "learn", AI or ML can create outstanding outcomes. Farming is likewise one such important industry profiting and advancing from machine learning at large. ML can possibly add to the total lifecycle of farming, at all phases. This incorporates computer vision, automated irrigation, and harvesting, predicting the soil, weather, temperature, moisture values, and robots for picking off the crude harvest. In this paper, I'll work on a smart agricultural information monitoring framework that gathers the necessary information from the IoT sensors set in the field, measures it, and drives it, from where it streams to store in the cloud space. The information is then shipped off the prediction module where the necessary analysis is done using ML algorithms and afterward sent to the UI for its corresponding application.
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10

Akulich, O. E., and O. R. Shefer. "The role of the didactic integrative module in making students aware their personal value of teaching." Pedagogicheskiy Zhurnal Bashkortostana 92, no. 2 (2021): 96–109. http://dx.doi.org/10.21510/1817-3292-2021-92-2-96-109.

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The basis of this research lies in psychological and pedagogical provisions on modular training, its goals, content and methods of organization. Such organization is based on the following principles: modularity, isolation of separate elements from the content of training, dynamism, efficiency and efficiency of knowledge and its system, flexibility, conscious perspective, versatility of methodological advice, parity. Hereby we describe and specify a modular system of teaching mathematics in higher education on the example of the integrative module "Derivative of a function" taking into account the specifics of teaching mathematics in higher education. The modular approach in the study of mathematics provides, on the one hand, the structuring of educational material into logically completed parts-modules, their technological equipment, and on the other-a certain organization of students 'educational activities based on the activation of their independent work, individualization of the teacher's work with the student, a differentiated approach to learning, step-by-step control of students' progress, a rating system for assessing knowledge. The empirical basis of the article is the data of a study conducted in 2020-2021 on the basis of the "South Ural State Agrarian University" (Chelyabinsk). The results of the development of the main professional educational program in the direction of training Agricultural Engineering for bachelors are presented on the example of the integrative module "Derivative of a function". Research results: 1. We considered the key approaches to the methodology of developing an integrative module, in accordance with the future professional activities of the graduates. 2. The article describes the result of the implementation of the didactic integrative module in the students ' awareness of the personal meaning of the teaching and methodological recommendations for its use. 3. On the basis of the developed control and evaluation tools we studied the dynamics of changes in the motivation of students' learning and the dynamics of the distribution of students who correctly completed control tasks according to the levels of knowledge assimilation.
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