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dc.contributor.authorDe Beer, Josef Johannes Jacobus
dc.contributor.authorPetersen, Neal Theo
dc.date.accessioned2018-06-05T06:17:14Z
dc.date.available2018-06-05T06:17:14Z
dc.date.issued2017
dc.identifier.citationDe Beer, J. & Petersen, N. 2017. Post-harvest physiology of cut flowers: a problem-based, cooperative learning activity for the biology classroom. American Biology Teacher, 79(7):578-583. [https://doi.org/10.1525/abt.2017.79.7.578]
dc.identifier.issn0002-7685
dc.identifier.issn1938-4211 (Online)
dc.identifier.urihttps://doi.org/10.1525/abt.2017.79.7.578
dc.identifier.urihttp://hdl.handle.net/10394/26994
dc.description.abstractThis article describes a problem-based, cooperative learning activity, where students investigate the role of ethylene in flower senescence. The cooperative learning activity is contextualized in an authentic problem experienced in the cut flower industry: how can the shelf life of cut flowers be prolonged? We describe the procedure for conducting the experiment and show the affectiveness of contextualized science that includes indigenous knowledge-an approach that Gibbons calls "mode 2 knowledge production." In addition we also give suggestions on how this type of problem-based, cooperative teaching-learning activity can be used in a school biology classroom.
dc.language.isoen
dc.publisherNational Association of Biology Teachers
dc.subjectIndigenous knowledge
dc.subjectproblem-based learning
dc.subjectcooperative learning
dc.subjectinquiry
dc.subjectpost-harvest physiology of flowers
dc.titlePost-Harvest Physiology of Cut Flowers: A Problem-Based, Cooperative Learning Activity for the Biology Classroom
dc.typeArticle
dc.contributor.researchID22024042 - De Beer, Josef Johannes Jacobus
dc.contributor.researchID11115068 - Petersen, Neal Theo


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