This 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.
Post-Harvest Physiology of Cut Flowers: A Problem-Based, Cooperative Learning Activity for the Biology Classroom
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Josef de Beer, Neal Petersen; Post-Harvest Physiology of Cut Flowers: A Problem-Based, Cooperative Learning Activity for the Biology Classroom. The American Biology Teacher 1 September 2017; 79 (7): 578–583. doi: https://doi.org/10.1525/abt.2017.79.7.578
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