Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1987 Development of an instructional package on woodland management for Iowa high school vocational agriculture instructors Reinee Eshelman Hildebrandt Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Agricultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Forest Management Commons, and the Secondary Education and Teaching Commons Recommended Citation Hildebrandt, Reinee Eshelman, "Development of an instructional package on woodland management for Iowa high school vocational agriculture instructors " (1987). Retrospective Theses and Dissertations. 11690. https://lib.dr.iastate.edu/rtd/11690 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. 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Other University Microfilms International Development of an instructional package on woodland management for Iowa high school vocational agriculture instructors by Reinee Eshelman Hildebrandt A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Major: Forestry Approved: Members of the Committee: Signature was redacted for privacy. Signature was redacted for privacy. In" Cl^^rge of Major Wo^ Signature was redacted for privacy. "For the Ma^g^ l^partment Signature was redacted for privacy. For the Graduate College Iowa State University Ames, Iowa 1987 Copyright (c) Reinee Eshelman Hildebrandt, I987. All rights reserved. il TABLE OP CONTENTS Page INTRODUCTION 1 LITERATURE REVIEW 2 Model Development - Introduction 2 Analysis of Instructional Systems Models 3 Pre-instructional Systems Development 3 Analyze and determine needs 3 Identify instructional goal 5 Identify learning tasks 7 Analyze instruction (subject matter and learning content) 10 Identify entry behaviors 13 Develop performance objectives 14 Systems Development 18 Develop criterion-referenced tests 18 Develop instructional strategies 21 Evaluate and select instructional materials/media 23 Develop an instructional schedule 34 Post-instructional Systems Development 38 Evaluation 38 Formative evaluation 39 One-to-one evaluation 40 Small group evaluation 42 Field trial evaluation 43 ill Summative evaluation 46 Degree of revision 48 Research findings 48 Implementation 50 Adoption-diffusion Model 51 Introduction 51 Adoption-diffusion model 56 THE ADOPTION-DIFFUSION INSTRUCTIONAL MODEL 60 Conduct a Needs Assessment 6l Clarify the problem 63 Review past and existing problem-solving strategies 66 Written communications 68 Field demonstrations 68 Media presentations 69 Inservlce training for professional foresters 69 Free technical forestry assistance 70 Tax incentives 70 Private support organizations 71 Land preservation/donation services 71 Youth programs 72 Summary - development of a new instructional package 74 Search for duplicate efforts 75 Assess target audience needs 80 Vocational agriculture Instructors survey 80 iv Survey results 82 Professional foresters survey results 85 Learner characteristics 90 Identify Instructional Goal 91 Review philosophies 92 Consider the problem statement 93 Instructional goal statement 94 Consider the Innovation 94 Innovation attributes 95 Potential instructional package attributes 96 Woodland management characteristics 96 Compare instructional package with innovation characteristics 98 Analyze Subject Matter to Determine Topic/Sub-Toplc Hierarchy 102 Learning hierarchy 106 Establish Unit Goals, Unit Objectives, and Performance Objectives 106 Develop Criterion-referenced Tests 115 Consider Adoption Strategy 116 Evaluate and Select Instructional Materials 117 Develop Instructional Schedules and Educational Strategies 121 Conduct Formative Evaluation/Revisions 122 Implement System using Diffusion Strategies 123 Diffusion of instructional unit 123 Diffusion of woodland management into traditional agriculture systems 124 V CONCLUSIONS 126 Long Term Evaluation of Instructional Package 126 Additional Units 127 Additional Instructional Materials 128 Introduction to woodland management 128 Reforesting Iowa - the establishment and care of tree plantings 129 Wood as energy 130 Christmas tree - production and marketing 130 Managing woodlands for sawlog/veneer production 131 Summary 131 REFERENCES 133 APPENDIX A - LEARNER CHARACTERISTICS 138 Vocational Development 139 Physical Development 139 Emotional Development 140 Social Development 140 Mental Development I4l APPENDIX B - TREES PGR SCHOOLS 142 APPENDIX C - INTRODUCTION TO WOODLAND MANAGEMENT 159 APPENDIX D - WOOD AS ENERGY 240 APPENDIX E - CHRISTMAS TREE PRODUCTION AND MARKETING 283 APPENDIX P - WOODLAND MANAGEMENT FOR SAWLOG AND VENEER PRODUCTION 333 APPENDIX G - REFORESTING IOWA - ESTABLISHMENT AND CARE OF TREE PLANTINGS 425 vl LIST OP FIGURES Page Figure 1. Media selection information - Chart 1 (Simonson and Volker, 1984) 27 Figure 2. Media selection information - Chart 2 (Simonson and Volker, 1984) 28 Figure 3. Decisions for selecting visual media (Romiszowski, 1981) 31 Figure 4. Decisions for matching of learning task to media characteristics (Romiszowski, 1981) 32 Figure 5. Decisions for selecting verbal and sound media (Romiszowski, 1981) 33 Figure 6. Paradigm of innovation-decision process (Rogers and Shoemaker, 1971) 58 Figure 7• Adoption-diffusion instructional model 62 Figure 8. Location of vocational agriculture instructors not interested in teaching woodland management 84 Figure 9- Time presently spent teaching forestry in Iowa high school vocational agriculture classes 86a Figure 10. Regional woodland management concerns as noted by Department of Natural Resources District Foresters 88 Figure 11. Learning hierarchy flowcharts 107 Figure 12. Learning hierarchy for "Introduction to Woodland Management instructional unit" 108 Figure 13. Instructional materials evaluation checklist 119 vil LIST OP TABLES Page Table 1. Media selection according to learning domain (Simonson and Volker, 1984) 30 Table 2. Summary of characteristics and communication behavior of adopter categories (Rogers and Shoemaker, 1971) 53 Table 3. Paradigm of types of social change (Rogers and Shoemaker, 1971) 55 Table 4. Listing of unit goals by unit 109 Table 5. Listing of unit objectives by unit 110 Table 6. Performance objectives by sub-topic for the "Introduction to Woodland Management" unit 113 1 INTRODUCTION Iowa is faced with the problem of diminishing forest resources. Educating people about proper woodland management is one means of reducing this problem. The intent of this dissertation is to develop an instruc­ tional package on woodland management for Iowa vocational agriculture classes. The instructional