Crop Simulation Models as Tools in Computer Laboratory and Classroom-Based Education

Abstract

Crop simulation models (CSMs) are mathematical, computer-basedrepresentationsofcropgrowthandinteractionwith the environment. They play an important role in scientific research and resource management, and have been used to help studentsunderstand,observe,andexperimentwithcropsystems. At the start of a new decade, it is timely that an assessment of these experiences in education is made. This paper synthesizes the positive and negative experiences in education to provide guidelines for using CSMs in computer laboratories and the classroom. Peer-reviewed literature, electronic media, personal experience and communications, and student perceptions were used to assess CSMs impact in education. Advantages for students are numerous. Advantages also exist for educational institutions.However,therearealsodisadvantagesforstudentsand educationalinstitutionsmaystruggletouseCSMseffectively.In general, CSMs should be used as an adjunct to, rather than as a substitute for other teaching methods. Instructors should maintainsufficientdialoguewithstudents.Exercisesdevelopedforuse withCSMsshouldencouragecognitiveadvancesbythestudent. Visual appeal and clarity of CSMs should be ensured with standardizedinterfacesandgraphical,dynamicrepresentationofresults. Input and output values should be in units appropriate to the topic of study or the country of use. Default values for parameters and online help, explaining the science behind the CSMs are important. The CSMs are valuable tools in education. However,theymustbeproperlyintegratedintotheteachingprogram and appropriately used by instructors.