JOURNAL WRITING AS A TOOL FOR LEARNING IN LANDSCAPE MANAGEMENT AND HORTICULTURAL SCIENCE

This paper discusses the use of a writing-across-the-curriculum (WAC) strategy and the use of one WAC tool; a structured journal, as a learning tool within a foundation level horticulture course.
It considers the theoretical platform of the structured journal as five-fold: (i) developing a hierarchy of cognitive skills, (ii) integrating the components of quality learning, (iii) the importance of reflection, (iv) including writing to learn techniques, and (v) developing learning objectives.
From this broad theoretical platform, the paper develops a set of principles for journal use and then demonstrates the practical employment of these principles within the landscape module of a foundation level horticulture course.
We also show how the journal can be used as feedback in future course development.
We then propose a model for developing a structured journal that can be used in any context to provide a framework for active learning, engage students in the cognitive processes that aid active learning, and improve students’ writing skills.

IV International Symposium on Horticultural Education, Extension and Training

M.B. MacKay, L. Emerson, K.A. Funnell, B.R. MacKay

education, writing-across-curriculum, WAC, quality learning

https://doi.org/10.17660/ActaHortic.2005.672.28