Post-Harvest Physiology of Cut Flowers: A Problem-Based, Cooperative Learning Activity for the Biology Classroom

Abstract

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.