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- Alsanius, Beatrix, et al.
(författare)
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Prospects of dialogue-inspired methods as tools for knowledge transfer : Technology for sustainable horticulture meets experiential knowledge communities
- 2009
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Ingår i: Acta Horticulturae. - : International Society for Horticultural Science. - 9789066054486 ; 832, s. 27-31
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Bokkapitel (refereegranskat)abstract
- Horticultural production systems have a large environmental impact. Legislation, ordinances and quality assurance systems provide guidelines for implementing sustainable production technologies in horticulture at a higher level. Horticultural research has compiled solutions to improve sustainable production. Despite of regulations, hands-on information, solid scientific data on sustainable strategies for horticulture and a general environmental awareness, there is reluctance in considering sustainable technology and reorganizing horticultural production lines. Knowledge within commercial horticulture is situated knowledge; this means experience consolidated within the branch is a precondition for application. However, knowledge on sustainable technology follows the tradition of natural sciences and technology. Another crucial aspect concerns the path from understanding sustainable technology to putting it into action. Reflection on reflection in action as an activity aims at producing a good verbal description of reflection in action, which can be shared with other people. While reflection in or on action is primarily private the notion of reflection on reflection in action is tied to the fact that learning and experience exchange are social activities that proceed in different communities of practice. Dialogue-inspired methods may act as a tool. In the present paper we discuss the dialogue seminar and Socratic dialog methods to bridge the gap between scientific and technological progress in horticulture and horticultural practice to be employed in horticultural extension.
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- Andersson, Björn, et al.
(författare)
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The Role of Oospores in the Epidemiology of Potato Late Blight
- 2009
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Ingår i: Acta Horticulturae. - 0567-7572 .- 2406-6168. ; 834, s. 61-68
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Potato late blight (Phytophthora infestans) is a plant disease feared globally by farmers and the potato industry. P. infestans is a heterothallic oomycete with two mating types. Until recently the pathogen was limited to surviving between seasons as living mycelia in its host plant in most parts of the world. This was due to the fact that populations of P. infestans consisted of only one mating type (A1) in all parts of the world except Mexico, the putative centre of origin of the pathogen. Migration of new genotypes from Mexico, including genotypes of the second mating type (A2) has resulted in that now both mating types can be found worldwide. The formation of oospores is only possible if both mating types coexist. Oospores will give the pathogen the ability of surviving for extended periods of time outside its host, for example in the soil. There are reports of oospore formation under field conditions from many parts of the world. Also, in some places oospores are considered as a new, additional inoculum source and as a consequence the onset of late blight epidemics have become earlier. Oospores are formed through sexual recombination. If they act as a source of inoculum, this will increase the genotypic variation in populations of P. infestans leading to an enhanced adaptability of the pathogen. As a consequence, an earlier start of epidemics caused by oospores in the soil and a more aggressive behaviour of the pathogen due to new sexually formed genotypes could make potato late blight even more difficult to control in the future.
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- Asp, Håkan, et al.
(författare)
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Reflection-in-Action: a Trigger for Acquisition of Higher Horticultural Education Knowledge
- 2009
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Ingår i: Acta Horticulturae. - 0567-7572 .- 2406-6168. ; 832, s. 43-47
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Konferensbidrag (refereegranskat)abstract
- This paper addresses experiences from two examples where practical case studies were used as course starter in order to increase the operational knowledge but also as a tool for increased learning outcomes for theoretical knowledge. The first case presented was performed by freshmen enrolled into a two-year-long horticultural management program and involved greenhouse pot plant production. Each student working group was responsible for one production factor e. g., light, water or nutrients, on one out of four crops (chrysanthemum, poinsettia, basil and tomatoes). Within given frames the details of the study were formed by the students. During the course the trials were discussed in terms of production physiology, statistics, and presentation of results. The second case study discussed was performed by students at an advanced level of the M.Sc. program in Horticulture (5 years). The assignment was to build, and run, an automatic closed hydroponic growing system. The case study was given during the first week of the course with minimal instructions. The set-up was then used in the course for experiments on nutrient analysis, pH regulation, and plant biometrics. Results showed that both case studies had a positive effect on the learning outcome for both theoretical as well as operational knowledge. The cultivation system resulting from the case became a rich source for discussions within the student group and with the supervisors on various subjects during the course. The supervisors found a way, through the case studies, to meet students with different backgrounds on their individual knowledge level. It was also encouraging for the teachers to observe how the personal initiative from the students grew when working with the case studies. Details about the case studies and our experiences as a pedagogical tool are presented and discussed.
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