부산대학교 도서관

Today, an understanding and appreciation of the interconnectedness of global agriculture is a key component of agricultural economics curricula. However, without an authentic learning environment, it can be challenging for students to evaluate and comprehend the role of global agricultural subjects in a real-world context. In this paper, we examine three classroom interventions, each implemented in a different course, designed to improve students' understanding of and interest in global agriculture through an Authentic Learning model. The intervention/course combinations were a ten-week futures market trading simulation in a futures markets course, an international agribusiness case study in an agribusiness management course, and real-world example-based instruction in a course on the global food economy. The interventions varied by setting and by degree of authenticity in an Authentic Learning context. Our results show the three interventions led to increases in self-reported understanding of and interest in global agriculture. [ABSTRACT FROM AUTHOR]