Masoud Bijani; Farshad Majidi; Enayat Ababasi
Abstract
The publication of research findings is one of the major needs of the scientific community. Accordingly, the pathology of the process of publishing and preserving its quality has priority. The lack of dissemination of the research findings, especially in the agriculture, leads to the lack of knowledge ...
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The publication of research findings is one of the major needs of the scientific community. Accordingly, the pathology of the process of publishing and preserving its quality has priority. The lack of dissemination of the research findings, especially in the agriculture, leads to the lack of knowledge of researchers. On the other hand, the quality of research findings is important. In this regard, the purpose of this study was analyzing pathology of publishing research findings in the field of agriculture. The research method is descriptive which carried out by a survey for gathering data. The statistical population consisted of all faculty members and Ph.D. students of agriculture (6773 person) in the public universities of Iran. By using Krejcie and Morgan’s Table and three stage sampling 363 person were selected as sample (106 faculty members and 257 Ph.D. students). The data collection instrument was a questionnaire, which a panel of faculty members of agricultural extension and education confirmed its validity. The reliability of the items of the questionnaire was approved with calculating ordinal theta coefficient (0.72≤θ≤0.93). The damages of the publication of research findings were classified in three areas of publishing context (including the context of knowledge, ethics and attitudes), publishing structure (including structure of policy, investigation and acceptance, review process and printing) and publishing behavior (including behaviors of planning, organizing, writing, and reviewing) using three branches theory and their items were ranked as percived by respondents. Using factor analysis, four causative factors of data making and priorities, review process, principles of writing and resources and costs were extracted in the publication of agricultural research findings. At the end, based on the findings, functional recomendations were presented.
Mahtab Pouratashi
Abstract
One of the most important concerns of agricultural students is their employment. This paperaims to study agricultural students' employability and focused on three questions: students'competency for employment, university strengths and promoting methods. Participants were 21Ph. D. students in agriculture ...
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One of the most important concerns of agricultural students is their employment. This paperaims to study agricultural students' employability and focused on three questions: students'competency for employment, university strengths and promoting methods. Participants were 21Ph. D. students in agriculture and Interview used for data collection. The findings showed thatthe most important skill was CV writing and team working, respectively. University strengthsincluded three categories: human resources, facilities, and support. In addition, the methods forpromoting employability skills of agricultural students were categorized in three main groups:education, interactions, and services. In addition, the subcategories included: content of thecourse, the quality of education, knowledge and learning, personal communication,organizational communication, counseling, cultural, and support. Based on the findings,organizing workshops and proper implementing of apprenticeship were recommended.
Zainab Moazen; Hamid Movahed Mohammadi; Seyyed Yousef Hedjazi; Ahmad Rezvanfar
Abstract
In the pathway of the evolution of higher education, there are footprint of different approaches and models of educational planning and curriculum that analytic perspective on approaches and fields reveals that each one is based on conditions, needs and constraints, and this is why continuous thinking ...
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In the pathway of the evolution of higher education, there are footprint of different approaches and models of educational planning and curriculum that analytic perspective on approaches and fields reveals that each one is based on conditions, needs and constraints, and this is why continuous thinking about Curriculum is essential. The curriculum is not separate from the discipline, and in its broadest meanings it is what is learned to the learner. Content of curriculum contains of organized and stored knowledge, terminology, information, reality, facts, principles, methods, concepts, generalizations, phenomena and issues related to the subject. Agriculture is a systematic science that is described by social and ecological systems, while the content of agricultural education programs focuses on separate disciplines (insectology, botany, etc.), which does not prepare students to deal with complex systems of Agriculture. Therefore, there is an urgent need in the agricultural education system and agricultural education and extension in order to change the orientation of the curriculum based on the interdisciplinary education approach. In this regard, the purpose of this paper is rethinking about the curriculum content of the undergraduate in the field of agricultural education and extension based on the principles governing the interdisciplinary approach. Which is Used the methodology of qualitative and quantitative content analysis and the technique of semi-structured interviews,to survey and identify the subjects and central signage; Topics, educational orientations and skills; and complementary disciplines and collaborative organizations from the perspective of faculty members and experts in the field of agricultural education and extension.
nozar monfared; mahsa fatemi
Abstract
Neglecting the activities regarding environment conservation has been criticized by manyagricultural experts of Iran. Therefore, the crisis of agricultural development in the country wasattributed to the conventional agricultural system and its related problems and a new pattern ofagriculture has been ...
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Neglecting the activities regarding environment conservation has been criticized by manyagricultural experts of Iran. Therefore, the crisis of agricultural development in the country wasattributed to the conventional agricultural system and its related problems and a new pattern ofagriculture has been emphasized in order to achieve sustainable development. Alternativeagriculture has been presented as one the solutions toward sustainable development. Oraganicagriculture is highly recommended as an acceptable productive system of sustainable farming.Cureently, organic farming is defined as an art of green agriculture. According to the novelty ofthis kind of farming in agriculture sector of Iran, analysis of the farmers` knowledge regardingthe principles of organic agriculture was the main aim of the study. This research wasaccomplished using survey and structured questionnaire in order to collect required data from arandom sample of 168 of farmers of Bushehr province. Based of findings, educated farmershave more knowldege about organic farming, so this kind of agriculture has been use by moreeducated farmers, as well. There was a significant difference between different groups offarmers in terms of risk taking personality and organic technique use in agricultural activities.Risk taker farmers were used organic agriculture more than the others. TV programs, farmers`discussion groups and communication with Organization of Agriculture Jihad were the mainapplicable communicative mehods which have been used by farmers in order to get requiredknowledge about organic farming, respectively. At last, some applicale recommendations werepresented to train farmers regarding organic agriculture as well as effective behavioral changesof them towards organic farming.
Zahra Hooshmandan; Esmaeel Akhbar
Abstract
Attitude of people toward environment play an important role in shaping of their favorablebehaviors. To direct people's attitudes, study of influencing factors is important. The purpose ofthis cause- correlational study was to investigate the effective factors on attitude of studentstoward environment. ...
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Attitude of people toward environment play an important role in shaping of their favorablebehaviors. To direct people's attitudes, study of influencing factors is important. The purpose ofthis cause- correlational study was to investigate the effective factors on attitude of studentstoward environment. The research tool had three sections which its validity was confirmed by apanel of related experts. A pilot study was conducted and calculated alpha cronbach was higherthan 0. 8 for different sections. The statistical population consists all 187 agricultural highschool students in Zanjan Province which 135 of them were selected based on Krejcie andMorgan sampling table and applying randomized stratified sampling method. Data wereanalyzed by SPSS20 and using descriptive and inferential statistics. Results showed thatmajority of students (65. 9 percent) had neutral attitude toward environment and 84. 4 percenthad moderate to high level of knowledge regarding environment. Ordinal regression analysisshowed that three variables named as environmental knowledge, reading magazine onenvironment and father's educational level affect on the level of probability of the students’attitude toward environment
javad ghasemi; seyed mahmod hoseini; Seyyed Yousef Hedjazi; Hamid Movahed Mohammadi
Abstract
Experiential learning is a fundamental model of teaching and learning in agricultural education. Accordingly, the purpose of this survey research was to analysis the elements of experiential learning in Iranian higher agricultural education system. The statistical population of the study consisted of ...
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Experiential learning is a fundamental model of teaching and learning in agricultural education. Accordingly, the purpose of this survey research was to analysis the elements of experiential learning in Iranian higher agricultural education system. The statistical population of the study consisted of 20518 graduate students of Iranian agricultural colleges out of which 380 students selected as sample, using Cochran formula and proportionate stratified random sampling technique. Data were collected by applying a questionnaire developed for the study and were analyzed using SPSSwin/v.19 and LISREL/v8.5. Validity of the questionnaire was approved by a panel of experts and construct validity using AVE Index (AVE= 0.84-0.96). In order to measure the reliability of the questionnaire, ordinal Alpha coefficient and composite reliability (CR) were calculated (α= 0.83-0.93; CR= 0.96-0.98). Results of prioritizing dimensions of four elements of experiential learning in higher agricultural education system indicated that in the element of curriculum, educational evaluation held the highest and educational needs and goals held the lowest ranks; in the element of teacher’s characteristics, skill dimension held the highest and motivational – interactive dimensions held the lowest ranks; in the element of student’s characteristics, motivational dimension held the highest and interactive dimension held the lowest ranks and in the element of organizational factors, infrastructure dimension held the highest and financial dimension held the lowest ranks. Confirmatory factor analysis revealed that indicators used for measuring curriculum, instructors' characteristics, learners' characteristics and organizational factors were appropriate and models fitness indexes were at desirable level.
heshmat saadi; mehdi noripour; saeed hedayati nia
Abstract
Previous studies showed that the learning environment has the undeniable effect on achieving educational goals. In competence-based education (CBE), one of the most important goals is making a connection between education and labor market. Therefore, to achieve this educational goal, characteristics ...
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Previous studies showed that the learning environment has the undeniable effect on achieving educational goals. In competence-based education (CBE), one of the most important goals is making a connection between education and labor market. Therefore, to achieve this educational goal, characteristics of the learning environment should be taken into account. In this analytical- descriptive research, previous studies have been analyzed through content analysis and coding method in order to extract characteristics of a competence- based learning environment in agricultural higher education. The sample population was 12 related researches that selected purposefully. The research instrument was researcher made checklists. Based on the previous researches and regarding CBE principles, learning environment in agricultural higher education have five characteristics including: emphasis on practical activities, emphasis on communicational skills, emphasis on learners’ personal development, supporting learner’s participation in the learning process, and considering evaluation principles. Considering the results of the research and the emphasis of CBE on the close relationship between the learning environment and workplace and also the empirical nature of the agricultural education, it is suggested that special attention be paid to the learning environment characteristics in agricultural education and curriculum planning.
enayat abbasi; mahsa saadvandi; humayon farhadian
Abstract
Previous studies showed that the learning environment has the undeniable effect onachieving educational goals. In competence-based education (CBE), one of the most importantgoals is making a connection between education and labor market. Therefore, to achieve thiseducational goal, characteristics of ...
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Previous studies showed that the learning environment has the undeniable effect onachieving educational goals. In competence-based education (CBE), one of the most importantgoals is making a connection between education and labor market. Therefore, to achieve thiseducational goal, characteristics of the learning environment should be taken into account. Inthis analytical- descriptive research, previous studies have been analyzed through contentanalysis and coding method in order to extract characteristics of a competence- based learningenvironment in agricultural higher education. The sample population was 12 related researchesthat selected purposefully. The research instrument was researcher made checklists. Based onthe previous researches and regarding CBE principles, learning environment in agriculturalhigher education have five characteristics including: emphasis on practical activities, emphasison communicational skills, emphasis on learners’ personal development, supporting learner’sparticipation in the learning process, and considering evaluation principles. Considering theresults of the research and the emphasis of CBE on the close relationship between the learningenvironment and workplace and also the empirical nature of the agricultural education, it issuggested that special attention be paid to the learning environment characteristics inagricultural education and curriculum planning
