Publication record
- Original publication period
- January–June 2022
- Digitized / uploaded online
- August 10, 2026
The digitization/upload date records when this file was added to the website; it is not the article's original publication date.
Abstract
Keeping records is commonly presented in elementary agricultural education as the act of writing down dates, animal counts, feed use, growth, mortality, treatments, expenses, and sales. Although these entries are important, copying them into a form does not by itself constitute record literacy. Learners also need to understand why a field is recorded, how observations become comparable, how missing or inconsistent entries weaken interpretation, and how a record supports an accountable decision. This conceptual-pedagogical article analyzes Keeping Updated Records of Growth/Progress on Animal/Fish Raising as an instructional source and develops the Recognize-Establish-Capture-Organize-Review-Decide (RECORD) framework for Grade 6 Technology and Livelihood Education. The framework connects authentic animal and fish production contexts with data literacy, experiential learning, formative assessment, animal welfare, and basic enterprise reasoning. It distinguishes eight record domains: identification, growth and production, feeding, health and treatment, breeding, inventory and movement, mortality and loss, and finance. For each domain, the article specifies a decision purpose and a minimum set of fields. It further proposes a six-stage learning sequence in which pupils recognize the decision a record must inform, establish the animal or group being observed, capture dated and standardized observations, organize entries for retrieval, review patterns and exceptions, and decide on a justified next action. The framework treats paper records as legitimate learning technologies and reserves digital tools for situations in which they improve retrieval, calculation, or feedback. Assessment evidence therefore includes not only completeness but also identity consistency, measurement quality, traceable corrections, interpretation, and decision justification. The article contributes an instructional design method rather than empirical estimates of learner achievement. It offers teachers a disciplined way to transform a record-keeping module into inquiry that integrates agriculture, numeracy, literacy, ethics, and evidence-based decision-making without requiring a commercial farm or advanced software.