Volume
34
Issue
6
Abstract
This research compared student knowledge of the food and fiber system of three groups of inner-city, minority, fifth, sixth, and fifth/sixth combination students in Los Angeles during a ten-week instructional unit in science. Two groups were taught by way of experiential learning (including short, in-class projects and gardening projects). A control group was taught in a traditional expository manner. Both experiential treatment groups were positively impacted when pre-test data were compared with post-test data on food and fiber competency. Extension professionals possess the expertise to assist teachers in introducing experiential activities into their science curriculum.
Recommended Citation
Mabie, R., & Baker, M. (1996). The Influence of Experiential Instruction on Urban Elementary Students' Knowledge of the Food and Fiber System. The Journal of Extension, 34(6), Article 4. https://open.clemson.edu/joe/vol34/iss6/4
