The effect of the Macdonald farm-to-school summer program on children's agricultural knowledge
Bibliographic record
Abstract
As the world population continues to rise there is an increased movement of people to urban areas and a greater disconnect from rural life.Children living in urban centers may lack the opportunities to learn about agriculture, which affects their daily lives.Studies on elementary Children's knowledge was evaluated using a pre-and post-test design.Participants were separated into two age groups (6-8 years old and 9-12 years old), and administered a pre-and post-test using a clicker-based response system.Participants' parents provided demographic information, and completed a post-program survey on perceptions.All data was analyzed using SAS version 9.4.Results for the first three questions, using generalized linear mixed-model (GLIMMX) analyses showed no significant difference between the overall pre-and post-test scores.However, English-speaking children were found to have significantly higher scores compared to Frenchspeaking, bilingual and children who spoke other languages (p<0.1).In addition, 9-12-year-olds scored significantly higher than the 6-8-year-old for pre-and post-test scores (p= 0.0562 and p=0.0628, respectively).Perhaps not surprisingly, previous Farm-to-School summer program experience was also found to have a significant effect on children's test score (p=0.012).For the last two research questions, generalized linear model analyses were conducted via the Likertscale, using demographic and background data.The results of this study demonstrate that children's demographic and background profile significantly impact their knowledge and understanding of agriculture.As well, the demographic and background data affected parents' perceptions of their children's learning and behaviour changes.These results should be useful for future planning of the Farm-to-School summer program.iii RÉSUMÉ L'augmentation de la population mondiale, ainsi qu'un plus grand déplacement des populations vers les zones urbaines amènent à un détachement de la vie rurale s'accompagnant d'une méconnaissance de l'agriculture.Les enfants qui vivent dans les villes n'ont pas la possibilité d'en savoir beaucoup sur l'agriculture.Des études sur la connaissance et la compréhension de l'agriculture par les enfants (école primaire) démontrent qu'ils ont un faible niveau de connaissances.Plusieurs de ces mêmes études montrent que la plus part des informations acquises par les enfants provient de l'extérieur de l'école.Par conséquent, de nombreux chercheurs ont proposé l'incorporation des opportunités d'apprentissage informel en agriculture dans le programme d'enseignement scientifique.Au Canada, il y a une tendance croissante d'inclure l'agriculture dans les programmes d'éducation aux niveaux primaires et supérieurs.Cependant, la plupart des études sur l'impact de ces programmes ont été réalisées aux États-Unis et en Europe.Le but de cette recherche était d'évaluer un programme au Canada : l'apprentissage des enfants au programme d'été « de la ferme à l'école » à la ferme de l'université McGill.La période d'étude comprenait 4 sessions de 5 jours en août 2016.Pendant cette période deux
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".