Articles
Tomatoes as a pilot of pedagogical knowledge construction in Master programs
Article number
1445_43
Pages
309 – 316
Language
English
Abstract
Tomatoes are a popular horticultural product.
In Colombia, tomatoes are produced all around the country, and their harvesting can reach more than 500,000 t year‑1. As a result, tomato consumption is higher than any other vegetable product.
Popular cultivars in Colombian gastronomy are ‘Chonto’ and ‘Milano’, which are the most harvested in the country.
Colombia produces tomatoes in many conditions, such as greenhouses and free-exposed orchards, which include small infrastructure with low use of technology.
However, these growing conditions account for the astonishing FAO statistics of 30% food losses.
Low technology implementation during postharvest increases high fresh food losses.
A Vegetable Science graduate program (master’s degree) could contribute to changing this situation.
The program might include the study of tomato cultivars as a base to experiment with the principal physiological changes observed in fruit when using low-cost treatments that delay rot and other losses on green and mature harvested tomatoes.
In addition, a pilot of the proposal could be launched, including evaluation of refrigeration, potassium permanganate KMnO4 sachets (0.5 and 1 ppm), Ethrel™ that lead groups to identify principal physiological and physicochemical changes in ethylene production, texture, colour, and microscopical changes for which results will be included in this paper.
These processes would show students the principal phenomena.
Due to higher respiration rates, fresh tomatoes rot faster than whole fruits, which explains the manipulation effect.
Microscopy explains tissue modification that is closely related to decay.
The proposal aims to generate models to raise awareness among the new graduate cohorts about the real possibilities of technology and to create an interphase between the academic environment and the agriculture industry through the student’s abilities.
We need different strategies to propose solutions to tackle the disconnection between academic programs and people.
Educational innovation through horticulture vegetable models could make the difference between theory and practice and enhance students’ soft and hard abilities.
This paper aims to show results in the transition to more effective pedagogic experiences as we found in our tomato pilot with students.
In Colombia, tomatoes are produced all around the country, and their harvesting can reach more than 500,000 t year‑1. As a result, tomato consumption is higher than any other vegetable product.
Popular cultivars in Colombian gastronomy are ‘Chonto’ and ‘Milano’, which are the most harvested in the country.
Colombia produces tomatoes in many conditions, such as greenhouses and free-exposed orchards, which include small infrastructure with low use of technology.
However, these growing conditions account for the astonishing FAO statistics of 30% food losses.
Low technology implementation during postharvest increases high fresh food losses.
A Vegetable Science graduate program (master’s degree) could contribute to changing this situation.
The program might include the study of tomato cultivars as a base to experiment with the principal physiological changes observed in fruit when using low-cost treatments that delay rot and other losses on green and mature harvested tomatoes.
In addition, a pilot of the proposal could be launched, including evaluation of refrigeration, potassium permanganate KMnO4 sachets (0.5 and 1 ppm), Ethrel™ that lead groups to identify principal physiological and physicochemical changes in ethylene production, texture, colour, and microscopical changes for which results will be included in this paper.
These processes would show students the principal phenomena.
Due to higher respiration rates, fresh tomatoes rot faster than whole fruits, which explains the manipulation effect.
Microscopy explains tissue modification that is closely related to decay.
The proposal aims to generate models to raise awareness among the new graduate cohorts about the real possibilities of technology and to create an interphase between the academic environment and the agriculture industry through the student’s abilities.
We need different strategies to propose solutions to tackle the disconnection between academic programs and people.
Educational innovation through horticulture vegetable models could make the difference between theory and practice and enhance students’ soft and hard abilities.
This paper aims to show results in the transition to more effective pedagogic experiences as we found in our tomato pilot with students.
Authors
J.A. Melo, S. Arevalo, E. Alvarado, K. Pico, J. Naranjo, Y. Quinones, M.S. Hernandez
Keywords
education, innovation, losses, procedural knowledge
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