Assessing Student Learning From an Experiential Module in a Greenhouse Management Course Using Hydroponics and Recirculating Solution Culture

摘要

Student learning from producing crops in recirculating culture for a 6-week module in the Fall 2013 course HORT 570 Greenhouse Operations Management at Kansas State University was assessed. The module design followed Kolb's experiential learning model, with teams of students responsible for production of lettuce (Lactuca sativa 'Green Oak Leaf) or basil (Ocimum basilicum 'Italian Large Leaf) and chives (Allium schoenoprasum 'Puny') crops in either a nutrient film technique (NET) or in-pot recirculating culture system. Goals were to discern if this class experience would 1) improve student confidence and understanding of not only recirculating solution culture systems, but also general crop nutrient management; and 2) improve higher-order learning (HOL) skills of applying, analyzing; and evaluating information. Student learning was evaluated by administering the same survey, which included questions to evaluate student perception, lower-order learning (LOL), and HOL, at four separate times during the semester: 1) before mentioning plant nutrition, hydroponics, or recirculating solution culture; 2) after plant nutrition lectures but before the experiential module; 3) immediately upon completion of the experiential module; and 4) at the end of the semester. An increase in student confidence related to managing crop production in recirculating solution culture and nutrient management was perceived by students upon completion of the module. A significant increase in LOL occurred after the material was presented during the course lectures with an increase also occurring upon completion of the experiential module. In contrast, HOL did not significantly increase after the lecture material was presented, but significantly increased upon completion of the module. Both LOL and HOL was retained at the end of the semester. This evidence supports the role of experiential learning in improving student understanding and fostering HOL.