This article describes a problem-based, cooperative learning activity, where students investigate the role of ethylene in flower senescence. The cooperative learning activity is contextualized in an authentic problem experienced in the cut flower industry: how can the shelf life of cut flowers be prolonged? We describe the procedure for conducting the experiment and show the affectiveness of contextualized science that includes indigenous knowledge— an approach that Gibbons calls “mode 2 knowledge production.” In addition we also give suggestions on how this type of problem-based, cooperative teaching-learning activity can be used in a school biology classroom.
You have requested a machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Neither BioOne nor the owners and publishers of the content make, and they explicitly disclaim, any express or implied representations or warranties of any kind, including, without limitation, representations and warranties as to the functionality of the translation feature or the accuracy or completeness of the translations.
Translations are not retained in our system. Your use of this feature and the translations is subject to all use restrictions contained in the Terms and Conditions of Use of the BioOne website.
Vol. 79 • No. 7