Research in Science Teaching has sought theoretical references to deal with the complexity of teaching-learning processes. The objective of this work was to monitor the awareness of the concept of syntropic agriculture, proposed by Ernst Gotsch. The foundation was Piaget's awareness. This research was qualitative, of the participant type. The collection instruments were: semi-structured interviews and Logbook. The subjects were fourteen students, children of farmers, in a municipal school in the semiarid region of Bahia. The analysis process started from the answers of the interviews and the Logbook, in three different moments. The results showed a significant learning, through awareness. The representations of the subjects differed in: (a) pre-conceptual, with transductive thinking (Level I – 78.6%) and inductive thinking (21.4%) – first moment; (b) conceptual representation (Level II), with the understanding of the totality that he came to build (sublevels IIA- 71.4%, IIB - 28.6%, IIC- 42.9% and IID- 57.1%) – second and third moment.

Abstract: The reductionist and disciplinary paradigm of the Green Revolution coexists with the emerging paradigm of complexity, which values ​​the holistic and the interdisciplinary. Agroecology promotes the need to understand the multiple biophysical relationships that exist in agroecosystems, and this calls for the development of new methodological tools. Sustainability indicators are an example of this. However, their implementation is not simple, as this requires an instrument to simplify the construction of such indicators. The objective of this work is to use the “mental map” as a guide for the development and application of indicators. The graph follows the conceptual path that facilitates the understanding of the variable and its breakdown into smaller and measurable units of analysis, i.e. the indicators. The created mental map has two stages: the development of indicators and their application. Its utility is presented in a case study that addresses local environmental kno...

Abstract: Personal connections to agriculture have decreased considerably in Finland during the last few decades due to structural changes in agriculture. In this study, we will elucidate the understanding and conception of agriculture amongst urban pupils who have grown up during the 21st century. The research strategy consists of intervention in form of a farm visit, with pre-­ and post-­assessment. The methods for collecting data were drawings for gaining a diversified understanding of how pupils understand, experience and conceptualise agriculture. The drawings were analysed by visual content analysis. In addition, interviews, analysed by inductive content analysis method, were used to clarify the results. Qualities of farms as authentic learning environments are defined and studied. The study revealed that many pupils had irrational conceptions of agriculture before the farm visit (38 %), but decreased significantly after the visit. One of the explaining factors for these irrational conceptions was considered to be the influence of media sources. Farms as educational learning environments were able to correct pupils’ false conceptions. A realistic image of agriculture is of significant value for becoming an aware and responsible consumer as well as choosing a career in agriculture. Keywords: Agriculture, farm visit, media, conception, intervention, drawings, interviews

Abstract The aim of this study was to investigate the effect of intensive use of learning visual tools (thinking maps) on agro-pastoral students’ level of: motivation, participation, and confidence. 500 hundred pupils from 24 Schools (16 primary schools and 8 secondary schools) which are randomly selected from the 37 pilot schools of the “Growing thinking schools inside out; empowering young girls” project in Tigrai regional state participated in the study. Quasi-experimental time series design was employed where data was collected using observation checklist for use of thinking maps and learning participation as well as liker scale for students’ motivation and confidence level at the beginning of the project and one year after the implementation of the project. Collected data were analyzed using MANOVA to determine presences of a significant difference on the level of students’ motivation, confidence and learning engagement among students who use visual tools with at different levels. Moreover multivariate analysis was used to measure the effects of use of visual maps on students’ motivation, self confidence and learning engagement as a result of use of thinking maps during the project implementation for one year. Study results disclosed that ; while the students motivation and self confidence levels showed significant difference among the students who use thinking maps extensively from those who don’t; predictor (use of thinking maps ) produced significant positive an effect on students’ motivation, and self confidence levels but not on students’ engagement. It was concluded that use of visual maps to be an important contributor to students’ motivation to learn and self confidence toward learning. Practice of extensive use of thinking maps have been recommended to enhance students learning.

The pre-service primary school teachers' views on mind mapping technique were tried to be determined. An interviewing method within the framework of qualitative research was used, which was based on phenomenological research design in this paper. Research was carried out amongst a working group consisting of 4 th grade prospective teachers who studied in the academic year of 2013-2014 at Ondokuz Mayis University Faculty of Education Department of Primary School Teaching. Participants consist of 11 female and 9 male teachers, including a total of 20 prospective teachers. According to the results, it was determined that the pre-service teachers did not have any knowledge about mind mapping technique. However, they wanted to use this technique in their professional life. They also said that they enjoyed making mind maps and found these maps useful. It was observed that there were some difficult parts of mind mapping such as painting, finding keywords and branching.

The topic of this study is the challenges faced by agricultural science teachers in implementing practicals in some selected secondary schools of Monze district. The main objective of the study was to assess the challenges that agriculture science face when it comes to implementing practicals in some selected secondary schools of Monze District. A case study design of qualitative methodology will be employed in this study. A case study is a study design where an in-depth analysis of the issue is done in order to further bring out the necessary facts that are attached with the issue associated with the problem at hand that is being studied. The population for the study will comprise of the teachers of agriculture that will be selected from four schools of Monze District offering agriculture science which are 7 in total. Thematic analysis, a method used in qualitative research, will be used to analyze the data. The study further made recommendations which includes; Syllabus of Agriculture to be revisited in order to incorporate agriculture practical for secondary school pupils, the Ministry of education to establish a special funding program for Agriculture practical, schools to secure adequate land for Agricultural Activities.

This communication presents a diagnosis of the local context as a preliminary step to support collaborative learning for agricultural development at the regional scale. Our method is based on a two-step investigation: a description of the socio-ecological system (defined in this paper as the combination of the agricultural system, the ecological system, and the local socio- economic system) and a stakeholde r analysis aiming to support the design and the evaluation of the forthcoming participatory process. Cognitive maps (CM) are used to formalize both analyses. Twenty semi-structured interviews were conducted in a south-of-France agricultural region, the plateau de Valensole, with various stakeholders concerned with the development of agriculture and who have different missions and knowledge (heads of cooperatives, advisors, representatives of public organizations, representative of farmers' unions...). The interviews focused on the description of the region, on stakeholders in...