Search Results
Teaching grafting techniques like T-budding is challenging because learners must pay close attention to detail, observing closeups of plant structures and following specific sequences, and such attention to detail is difficult to achieve in large enrollment classes. The objective of this study was to compare the effectiveness of an instructional video vs. traditional face-to-face demonstrations to teach T-budding. A 10-minute instructional video demonstrating the steps necessary for T-budding was developed in 2001. For three consecutive years (2001, 2002, and 2003) the two methods were compared by having students see a video or receive a face-to-face demonstration, asking them to graft three buds to a root-stock and then complete a survey. Ninety students were taught T-budding with the aid of the video, and 80 students received traditional, face-to-face demos. In the survey, students were asked to evaluate the clarity of the T-budding instructions, rate the amount of help they needed from the instructor, assess the level of difficulty of T-budding, and answer two questions that tested their conceptual knowledge of T-budding. There was no difference between the two groups in the amount of time it took for students to complete the assignment and in terms of the perceived level of difficulty of the assignment. Students reported that the clarity of the face-to-face demonstrations was better than that of the video presentation, but students who saw the video obtained higher scores in the quiz than those who received a face-to-face demonstration.
Cleome hassleriana is an ornamental garden plant introduced from South America and naturalized in eastern United States with tendencies to reseed primarily in gardens. The objectives of this research were to determine (1) if C. hassleriana cultivars can germinate in Minnesota prairies and roadsides, (2) if germination in cultivated environments reflect germination in non-cultivated environments, and (3) if there are differences among cultivars across environments, with some cultivars germinating well in cultivated habitats and poorly in non-cultivated habitats. In June 2003, 135 seeds from each of four cultivars (Queen Rose, Queen White, Sparkler Rose and Sparkler White) were planted in each of 4 gardens and 8 non-cultivated habitats (4 prairies and 4 roadsides). Germination and survival was recorded once weekly for four weeks. Cleome seeds germinated in Minnesota gardens, prairies and roadsides. By day 14, the proportion of germinated seedlings was significantly greater in gardens (30.5%) than in prairies (1.4%) and roadsides (0.9%). Sparklers had significantly greater germination than Queens in the prairies. The best performing cultivar in the garden (Queen White, 29%) was different than the best performing cultivar in the prairies and roadsides (Sparkler Rose, 1.4% and 1.2% respectively), suggesting that germination in non-cultivated habitats may not reflect germination in the field. Cultivars varied in their ability to germinate in cultivated and non-cultivated environments.