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Agricultural literacy

Daga Wikipedia, Insakulofidiya ta kyauta.

Ilimin aikin gona kalma ce da jami'o'i da yawa ke amfani da ita (misali, Texas Tech, Jami'ar Arizona, Jami'an Jihar Colorado, da Jami'ar Jihar California Polytechnic) don bayyana shirye-shirye don inganta fahimta da ilimin da ake buƙata don haɗawa, nazarin, da kuma sadarwa da mahimman bayanai game da aikin gona tare da ɗalibai, masu samarwa, mabukata, da jama'a. Wadannan shirye-shiryen suna mai da hankali kan taimakawa malamai da sauransu don shigar da bayanai game da aikin gona cikin batutuwan da ake koyarwa ko bincikawa a cikin dandalin tattaunawa na jama'a da masu zaman kansu da kuma fahimtar tasirin aikin gona a kan al'umma.

Ma'anar da manufar

[gyara sashe | gyara masomin]

Ma'anar da ra'ayoyin ilimin noma ya bambanta tsakanin kungiyoyi daban-daban. Mutane da yawa suna haɗawa da ilimin noma tare da aiki da matasa a Aikin Gona a cikin aji da saitunan 4-H. Sauran suna da ra'ayi mai zurfi game da ilimin noma kuma sun haɗa da ilimin manya. Abubuwan da ke cikin ilimin noma na iya bambanta a cikin iyaka. Wasu na iya kallon abubuwan da ke ciki sosai kamar yadda suke kan aikin gona kawai. Sauran na iya bayyana ilimin noma kamar yadda ya haɗa da fannoni kamar abinci, kiwon lafiya, muhalli, samar da abinci wanda ke da alaƙa ko alaƙa da aikin gona. Lokacin da aka kalli shi daga ma hanga ta nesa, ilimin noma yana faruwa a wurare da yawa. Bugu da ƙari, malamai da yawa waɗanda ke gudanar da shirye-shiryen ilimin noma ba za su ma bayyana aikinsu a matsayin ilimin noma ba. Ilimin aikin gona a cikin wannan ma'anar ya karu da shahara sosai a Amurka yayin da mutane suka zama masu kula da lafiya da abinci.

Akwai ma'anoni da yawa da za a iya ambaton su da kuma fahimtar ilimin noma, gami da:

1. Kwamitin ya yi hasashen cewa fahimtar mutum mai ilimin noma game da tsarin abinci da fiber ya haɗa da tarihinsa da mahimmancin tattalin arziki, zamantakewa, da muhalli ga duk Amurkawa. Wannan ma'anar ta ƙunshi wasu ilimin samar da abinci da fiber, sarrafawa, da aikin gida da kuma tallace-tallace na duniya.... Samun burin ilimin noma zai samar da 'yan ƙasa masu ilimi waɗanda za su iya shiga cikin kafa manufofi waɗanda za su goyi bayan masana'antar noma mai gasa a wannan ƙasa da ƙasashen waje.

2. Ana iya bayyana ilimin noma a matsayin samun ilimi da fahimtar tsarin abinci da fiber. Mutumin da ke da irin wannan ilimin zai iya hadawa, nazari, da kuma sadarwa da bayanai na asali game da aikin gona. Bayanan aikin gona na asali sun haɗa da: samar da kayan shuke-shuke da dabbobi, tasirin tattalin arziki na noma, muhimmancin al'umma, muhimmancin aikin gona da albarkatun kasa da muhalli, tallan kayayyakin noma, sarrafa kayan aikin gona, manufofin aikin gona na jama'a, muhimmancin noma na duniya, da rarraba kayan aikin gona [1]

3. "Yin ilimin noma ya ƙunshi ilimi da fahimtar ka'idojin da suka danganci aikin gona da fasaha da kuma hanyoyin da ake buƙata don yanke shawara na mutum, shiga cikin al'amuran jama'a da al'adu, da kuma yawan tattalin arziki. A mafi ƙanƙanta, idan mutum ya kasance mai karatu game da aikin gona, abinci, fiber, da tsarin albarkatun halitta, zai iya zama a cikin tattaunawar zamantakewa, b) tantance ingancin kafofin watsa labarai, c) gano batutuwan cikin al'adu na ƙasa, da na duniya, da kuma fahimtar aikin gona na musamman ne.[2]

4. Taimakawa ɗalibai karatu da amsawa ga duniyar noma yana buƙatar haifar da matsaloli game da inda abincinmu ya fito da kuma dalilin da ya sa; kuma game da yadda ake ci gaba da kasancewa da launin fata, jinsi, imani, da rarraba ta hanyar manufofin noma, ayyuka, da ƙungiyoyi. A yin haka, duk da haka, dole ne mu kasance a shirye don taimaka wa ɗalibai su karanta da kuma ba da amsa ga “kalmomi” na aikin gona haka nan, tare da ba da hankali ga fayyace rawar da maganganun maganganu ke takawa wajen sasanta dangantakarmu da juna, masu gonaki, ma’aikatan gona, al’ummomin noma, da abinci.[3]

Bayyana ra'ayi game da ilimin noma

[gyara sashe | gyara masomin]

Akwai wasu sharuɗɗa na ilimi waɗanda za a iya ɗaure su, aƙalla a wani ɓangare, ga ilimin noma. Wasu daga cikin wadannan sharuɗɗa shirye-shirye ne masu sauƙi yayin da wasu sharuɗɗa suna da ƙwarewa sosai. Bugu da ƙari, wasu daga cikin kalmomin suna wakiltar ƙungiyoyin ilimi waɗanda zasu iya samun dalilai daban-daban na akida. Kowane lokaci yana da akalla kashi ɗaya wanda aka raba tare da ma'anar (s) na ilimin noma.

  • Koyon Abinci [4]
  • Ilimi na abinci [5]
  • Gidajen Makaranta [6]
  • Albarkatun Halitta [7]
  • Kimiyya, Fasaha, Injiniya, da Lissafi (STEM) [8]
  • Ayyukan Aikin Gona [9]
  • Dabbobi da Tsire-tsire a cikin aji
  • Kyakkyawan koyarwa a cikin aji [10]
  • Adalci na Abinci (Tsaron Abinci) [11]
  • Adalci na Muhalli ko Ecopedagogy Ecopedagogy

Matsayin dabi'un noma

[gyara sashe | gyara masomin]

Matsayin al'adu da ainihi yana da mahimmanci a ilimi. Batutuwan kabilanci, aji, jinsi, da jima'i suna taka muhimmiyar rawa a cikin aikin ilimin noma. Har ila yau, dabi'un noma suna taka muhimmiyar rawa a cikin aikin ilimin noma, wanda yake na musamman a fagen ilimin noma. Mutane suna da ra'ayoyi iri-iri game da aikin gona da ayyukan noma (duba agrarianism). Wadannan dabi'u suna tsara yadda malami na ilimin noma ke tsara tsarin karatu da aiki tare da abokan ciniki da kuma yadda abokan ciniki ke karɓar saƙonnin malami.

Bayanan da aka ambata

[gyara sashe | gyara masomin]
  1. ↑ Frick, M.; Kahler, A.; Miller, W. (1991). "A definition and the concepts of agricultural". Journal of Agricultural Education. 32 (3): 42–57. doi:10.5032/jae.1991.02049.
  2. ↑ Meischen, D.; Trexler, C.J. (2003). "Rural elementary students' understandings of science and agricultural education benchmarks related to meat and livestock". Journal of Agricultural Education. 44 (1): 43–55. doi:10.5032/jae.2003.01043.
  3. ↑ (C. ed.). Missing or empty |title= (help)
  4. ↑ Vidgen, Helen A.; Danielle, Gallegos (2014). "Defining food literacy and its components". Appetite. 76 (1): 50–59. doi:10.1016/j.appet.2014.01.010. PMID 24462490. S2CID 29920395.
  5. ↑ Trexler, Cary, J.; Johnson, Thomas; Heinze, Kirk (2000). "Elementary and middle school teacher ideas about the agri-food system and their evaluation of agri-system stakeholders' suggestions for education". Journal of Agricultural Education. 41 (1): 30–38. CiteSeerX 10.1.1.487.4963. doi:10.5032/jae.2000.01030.
  6. ↑ Lineberger, Sarah, E.; Zajicek, Jayne M. (2000). "School gardens: Can a hands-on teaching tool affect students' attitudes and behaviors regarding fruit and vegetables?". HortTechnology. 10 (3): 593–597. doi:10.21273/HORTTECH.10.3.593.
  7. ↑ Hubert, D.; Frank, A.; Igo, C. (2000). "Environmental and agricultural literacy education". Water, Air, & Soil Pollution. 123 (1): 525–532. Bibcode:2000WASP..123..525H. doi:10.1023/a:1005260816483. S2CID 93265119.
  8. ↑ Zollman, Alan (2012). "Learning for STEM literacy: STEM literacy for learning". School Science and Mathematics. 112 (1): 12–19. doi:10.1111/j.1949-8594.2012.00101.x.
  9. ↑ Moore, Lori, I.; Odom, Summer, F.; Moore, Kari T. (2013). "What a degree in agricultural leadership really means: Exploring student conceptualizations". Journal of Agricultural Education. 54 (4): 1–12. doi:10.5032/jae.2013.04001.
  10. ↑ Wight, R. A. (2013). "The AgroEcological-Educator: Food-based community development". Community Development Journal. 49 (2): 198–213. doi:10.1093/cdj/bst038.
  11. ↑ Widener, P.; Karides, M. (2014). "Food system literacy". Food, Culture & Society. 17 (4): 665–687. doi:10.2752/175174414x14006746101916. S2CID 142670814.
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