Abraham Blum

What Can Be Learned from a Comparison of Two Agricultural Knowledge Systems? The Case of the Netherlands and Israel.

Abstract The agricultural knowledge systems (AKSs) of The Netherlands and Israel are compared, with the purpose of analysing what features made these systems effective and how far the generalized conclusions are applicable to other countries. The analysis showed that all elements identified by Rogers in the U.S.A. as typical for successful AKSs exist also in the two AKSs which were compared. However, the comparative analysis of the Dutch and Israeli AKSs yielded eight more factors which can explain the success of these AKSs and might advance, when suitably adapted, other AKSs. From the methodological point of view, this study demonstrated the value of comparative case studies.

Trends in biological education in Israel

The developments in biological education in Israel during the last 15 years have been characterized by two successive waves of innovation: first, the change from descriptive biology to the inquiry-centred teaching of major ideas and to a structured curriculum; and secondly, following on from these, the move toward a modular approach and a stronger emphasis on the relevance of the topics studied to students and society. These trends have occurred at all levels in schools. The success of these innovations is due to the integrated approach to curriculum diffusion and implementation made possible by the centralized educational system in Israel and the cooperation of the various educational agencies.

Think Globally, Act Locally, Plan (Also) Centrally

Abstract When an environmental studies curriculum was developed for senior high schools in Israel, special attention was paid to the methodological approach, to content selection, and to the integration of central and school-based curriculum strategies. While central curriculum teams usually have an advantage in their better access to budgets, to specialized sources of information, and to central examination bodies, local teachers are those who best can develop a curriculum unit based on a real, environmental problem, toward which students can actively contribute a solution. A model is described, which was used to optimize the contribution of both central and school-based curriculum teams. The main implementation problems located were the need to identify local sources of knowledge and the need to train teachers in choosing modular curriculum units, in working with groups on a realistic project, and in project evaluation.

The Rose Detective - A Strategy to Train Pupils in Reading Bio-Technical Texts.

Many science educators want their pupils to be able to read, as adults, articles in professional or hobby publications, in spite of the technical terms and style which are typical for this kind of literature. Pupils find it difficult to read these texts and often are unmotivated. The rationale and case history of an attempt to overcome these difficulties are described. Before reading the bio-technical text, pupils read a story in which the same biological and technical terms were used, but in a more familiar context and in a style which was apt to create empathy with the characters in the story and motivation to read the bio-technical description. A device to enable teachers to check if pupils mastered the task was built in.

The Development of an Integrated Science Curriculum Information Scheme.

Summaries English There are doubts as to whether minor, but nevertheless creative, curriculum projects and programmes in developing countries get a fair chance of being studied for their intrinsic value. Existing directories of science education curricula supply valuable information, but not always in sufficient detail. This is true especially for analysis of the curriculas content areas, the education approaches and the degree of integration. This article describes a co‐operative effort made to create a representative, international network of centres for integrated science education and an instrument to describe integrated science education programmes so that they can become availableto more potential users and adaptators. Some of the problems encountered in the development of the instrument are discussed. In the appendix the Integrated Science CurriculumInformation Form (ISCIF) is given in full. The authors suggest that ISCIF should be tested under varying conditions and that feedback shouldbe used to...

Water Pollution in School Curricula.

A growing number of school biology programmes now include environmental issues and use water pollution as a specific example. Various aspects of four such programmes, from Britain, Germany, Israel, and the United States, are compared. The criteria for choosing the central topic are discussed, and the choice is evaluated against the ecological situation in each country. The roles of the subject specialists who were involved in the development of the programme, the practical work done by pupils, and other curricular elements are compared, and the implications for teachers are discussed.

A game to teach the life cycles of fungi

Three difficulties encountered by students studying the life cycles of fungi are discussed: (a) Correlating photomicrographs, which sometimes include artefacts, with schematic drawings; (b) Correlating the life cycles of parasitic fungi with those of their hosts and the symptoms of fungal disease; (c) Understanding the cyclic development of fungi, which may have alternating micro- and macro-cycles. A game, developed to help students to overcome these difficulties, is described. Pictures of fungi, as seen by students through microscopes and in their textbooks, have to be correlated in the game with drawings of the fungi. An identification sheet allows students to check their results. Students then have to place cards, on which there are drawings of the different stages in the development of various fungi and their hosts, on a board, so that the parallel stages of host and parasite are next to each other and the photomicrograph drawings form a cycle. In the case of rusts, two cycles have to be produced, and...

Studies on the Use of Animals of Economic Importance in Schools.

The purpose of keeping animals in schools and the main problems encountered in their maintenance are summarised. Many teachers prefer animals which are kept typically in research laboratories over animals which can be collected from the students environment. However, small animals of economic importance can combine some of the advantages of both of these groups of animals. Chickens, bees, plant pests and their natural enemies have been tried out in the Agriculture as Environmental Science Curriculum Project and can be used for observation and measurement as well as to stress the aspect of relevance to real life problems. In their maintenance, standard equipment and methods can often be used and help the teacher to solve some of the main problems of keeping animals. Two curriculum units, on a fruit fly and on honey bees, are described. Reasons for a widespread negative image of rural studies are discussed, and positive, effective outcomes, reported in the evaluation of an environmental science course, are...

Teacher‐Trainer/Parent Co‐operation in an Apprenticeship Scheme

Abstract The Farm Apprenticeship scheme in Victoria, Australia, attracted farmers and their sons, in contrast to their traditional scepticism against agricultural colleges. Representative samples of farmers who employed indentured apprentices, Technical and Further Education (TAFE) college teachers and trade committee members answered a structured interview schedule. The results show a high degree of division of labour and mutual recognition between teachers in TAFE colleges and employers who train their apprentices. In many cases the farmers are the fathers of their apprentices. Teachers use farm laboratories (where available) and outside sources for knowledge and skill transfer: farmers with special equipment and expertise, specialists from the governmental advisory service and representatives of commercial firms. A co‐operation between teachers and trainers in the assessment of the apprentices is envisaged. Questions about what could be learned from these arrangements for science teaching in schools ar...

Small Farmers' Habits of Reading Agricultural Extension Publications: The Case of Moshav Farmers in Israel

With the personnel cutback in agricultural extension services at a time when farmers need to receive more agro-technical information than ever, the need for efficient written communication channels between extension and farmers grows. This is especially true for small farmers, like those living in Moshavim, in Israel. A representative sample of 171 farmers were interviewed. They had quite good reading habits and fewer reading problems than could be expected. Farmers also made good use of the extension publications which they received. The main problems encountered were a weak distribution system and the necessity for authors of extension pamphlets and brochures to consider more the special needs of small farmers. The findings in this study reinforce earlier data from other countries on the potential (and actual) value of written communication as an agricultural extension tool.