Analyzing Student Teacher Critical Thinking through Blogs in an Electronic Community of Practice

Clark, Taylorann K.; Paulsen, Thomas H.

doi:10.5032/jae.2016.02075

Cited by 10 publications

(11 citation statements)

References 46 publications

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“…To manage the limited water resources and encourage water conservation, Extension and agricultural educators need to understand not only how people use water, but also the cognitive and behavioral aspects of water conservation (Gorham, Lamm, & Rumble, 2014;Gregory & Di Leo, 2003;Lamm, Lamm & Carter, 2015;Leal, Rumble, & Lamm, 2015;Warner, Lamm, Rumble, Martin, & Cantrell, 2016). The most important group to target for the promotion of water conservation would be high water users, as they utilize most amount of water (Huang, Lamm, & Dukes, 2016;. Huang et al (2016) compared high water users with the general public and found that compared to general public, high water users were wealthier, had obtained a higher level of education, and lived in a homeowner's association (HOA).…”

Section: Introductionmentioning

confidence: 99%

“…The most important group to target for the promotion of water conservation would be high water users, as they utilize most amount of water (Huang, Lamm, & Dukes, 2016;. Huang et al (2016) compared high water users with the general public and found that compared to general public, high water users were wealthier, had obtained a higher level of education, and lived in a homeowner's association (HOA). High water users were also found to less likely to practice water conservation and other related social behaviors compared to the general public (Huang et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Huang et al (2016) compared high water users with the general public and found that compared to general public, high water users were wealthier, had obtained a higher level of education, and lived in a homeowner's association (HOA). High water users were also found to less likely to practice water conservation and other related social behaviors compared to the general public (Huang et al, 2016). Due to limited availability of funding and resources (Peters & Franz, 2012) among Extension and agricultural educators, it is more feasible to target high water users rather than the general population, as most water will be saved by changing water use behavior within this group.…”

Section: Introductionmentioning

confidence: 99%

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Using Cognitive Dissonance to Theoretically Explain Water Conservation Intentions

Chaudhary¹,

Lamm²,

Warner³

2018

JAE

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Water is a scarce resource in Florida. There is an immediate need to reduce the stress on water resources and make the availability of water more sustainable by encouraging engagement in water conservation among the residents of Florida. This study examined how the future intentions of high water users in Florida] to conserve water outdoors were influenced by cognitively dissonant attitudes and behaviors. The independent variables used in the study were: government trust, current water conservation practices, political beliefs, and homeowners' associations (HOA) membership. The results to study indicated that higher trust in government and current engagement in water conservation behaviors promotes water conservation, while conservative political belief and HOA membership restrict water conservation. The independent variables (government trust, current water conservation practices, political beliefs, and HOA membership) also significantly predicted 30% of the variation in water conservation behavioral intentions.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using Cognitive Dissonance to Theoretically Explain Water Conservation Intentions

Chaudhary¹,

Lamm²,

Warner³

2018

JAE

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“…Higher-level thinking skills have often been reported as important for an individual's education, as well as an important engagement technique for teachers (Whittington & Bowman, 1994: Torres & Cano, 1995Geertson, 2003;Christopher, Thomas, & Tallent-Runnels, 2004;Ulmer & Torres, 2007;Clark & Paulsen, 2016;Ganapathy, Singh, Kaur, & Kit, 2017). While researching the cognitive discourse of professors, researchers found that although professors wanted to teach at all cognitive levels, their discourse tended to be in the lower levels of cognition (Whittington, 1995;Ewing & Whittington, 2009).…”

Section: Introductionmentioning

confidence: 99%

Effects of Question Difficulty and Post-Question Wait-Time on Cognitive Engagement: A Psychophysiological Analysis

Gilliam¹,

Baker²,

Rayfield³

et al. 2018

JAE

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Educational research surrounding teaching methods and accepted practices is continually needed to improve teaching and teacher preparation programs. The revised Bloom's Taxonomy is often used by teachers in question development. The effectiveness of these questions are often dependent, not on the question alone, but also in how the question is presented. One component of implementing effective questioning is the use of wait-time. Wait-time is the amount of time a teacher waits for a student response after having posed a question. Experts have recommended wait times ranging from three and five seconds in length. The purpose of this study was to utilize a psychophysiological measure of cognitive resource allocation (heart rate) to provide evidence of the magnitude and duration of cognitive engagement elicited after posing questions and to determine an appropriate amount of post-question wait-time needed by undergraduate agricultural education students. Study results suggest that students were cognitively engaged for two to three seconds during the wait-time that followed a question. Additionally, students re-engaged cognitively after eight seconds of wait-time. The results of this study provide unique evidence in assisting teachers with effectively employing wait-time strategies.

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“…The role of Extension educators is to provide the public with knowledge based on research, so the public will make informed decisions on local and national issues. Water conservation is one of the pinnacle issues that must be addressed by Extension educators (Lamm, Lamm, & Carter, 2015;Huang & Lamm, 2015a;Huang & Lamm, 2015b;Huang, Lamm & Dukes, 2016). Increases in agricultural production, irrigation, recreation, industry, and power generation have been leading to increased water scarcity as the population continues to grow (Adams et al, 2013;Hoekstra, Mekonnen, Chapagain, Mathews, & Richter, 2012, Huang et al, 2016.…”

Section: Introductionmentioning

confidence: 99%

Building Extension Partnerships with Government to Further Water Conservation Efforts

McKee¹,

Huang²,

Lamm³

2017

JAE

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Extension, being a local, state and federally funded program has a natural partnership with government agencies at all three levels, however these partnerships could be built upon and targeted at specific audiences for greater effect if more is known about how government influences public perception. The government has recognized the need for increased public engagement in water conservation to ensure the sustainability of water resources for future generations and taken action through incentive programs and regulations. Political affiliation is known to influence public perception of government initiatives, which may impact levels of intention and engagement in water conservation. This study explored how US residents responded to positive and negative governmental influences on water conservation practices using an online survey. The findings revealed significant differences in the water conservation activities respondents are currently engaged in, as well as future intentions, depend upon political affiliation. Additionally, intention can be predicted by political affiliation and positive government perceptions. By examining the dissonance created by respondents' engagement and intention to take water conservation action, guidance can be provided to extension educators on how to collaborate with government agencies to develop and implement programs and policies that encourage or enforce engagement in water conservation behaviors.

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Analyzing Student Teacher Critical Thinking through Blogs in an Electronic Community of Practice

Abstract: Technology is becoming increasingly popular in higher education

Cited by 10 publications

References 46 publications

Using Cognitive Dissonance to Theoretically Explain Water Conservation Intentions

Using Cognitive Dissonance to Theoretically Explain Water Conservation Intentions

Effects of Question Difficulty and Post-Question Wait-Time on Cognitive Engagement: A Psychophysiological Analysis

Building Extension Partnerships with Government to Further Water Conservation Efforts

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