Determining the Effects of Cognitive Style, Problem Complexity, and Hypothesis Generation on the Problem Solving Ability of School-Based Agricultural Education Students

Blackburn, J. Joey; Robinson, J. Shane

doi:10.5032/jae.2016.02046

Cited by 15 publications

(18 citation statements)

References 21 publications

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“…It is also recommended that in addition to studying the overall benefits of inquiry-based learning on student achievement, specific aspects of science integration should be examined. The ability to generate accurate hypotheses, for example, has been connected to the development of efficient and effective problems solvers (Blackburn & Robinson, 2016;Johnassen, 2000). In MMSAEEC and other similar program models, a better understanding of student achievement in areas such as these could help to increase understanding of student success in STEM programs.…”

Section: Recommendationsmentioning

confidence: 99%

Agriscience Education Through Inquiry-Based Learning: Investigating Factors that Influence the Science Competence of Middle School Students

Skelton¹,

Blackburn²,

Stair³

et al. 2018

JAE

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Inquiry-based teaching methods have been found to enhance students' abilities to understand the process of scientific inquiry. The purpose of this study was to determine if middle school students taught through an inquiry-based teaching approach consisting of scientific skill development, scientific knowledge, and scientific reasoning were more likely to meet their respective science grade level expectation. Participants consisted of predominantly Hispanic sixth and eighth grade students enrolled in school enrichment programs through the MMSAEEC. Inquiry-based instruction was integrated within science classes using lessons in soil pH and water quality. Overall, sixth grade students scored highest on items related to science skill, while the eighth grade students scored highest on the science knowledge portion of the instrument. Regarding the sixth grade students, science reasoning and science skill were found to be significant predictors of grade level expectation, while science skill was significant for the eighth grade data. It is recommended that teachers incorporate inquiry-based learning strategies into their classrooms to encourage students to ask questions and refine their ability to think critically and solve problems. Further research is needed to clarify the role of science comprehension and the associated sub-dimensions with the ability to predict grade level expectation.

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Section: Recommendationsmentioning

confidence: 99%

Agriscience Education Through Inquiry-Based Learning: Investigating Factors that Influence the Science Competence of Middle School Students

Skelton¹,

Blackburn²,

Stair³

et al. 2018

JAE

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show abstract

“…Furthermore, larger sample sizes may require more schools and teachers which can unintentionally cause an increase in treatment variability, yet it may offset student and teacher fatigue (Shoulders & Myers, 2013). Eight studies recommended future research increase the sample size used in the experimental design (Baker et al, 2014;Blackburn & Robinson, 2016;Bunch et al, 2014;Easterly & Myers, 2011;Rose et al, 2015;Sapp & Thoron, 2014;Schafbuch et al, 2016;Witt et al, 2014).…”

Section: Research Question 5: What Trends In Research Recommendationsmentioning

confidence: 99%

“…Measures such as comparing reported effect size could increase the rigor of future research syntheses. Future experimental research in SBAE should include random selection and true experimental design whenever possible (Blackburn & Robinson, 2016;Pearson et al, 2013;Haynes et al, 2012). Future quasi-experimental research should also make every effort to use best practices in educational research.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Experimental Studies in School-based Agricultural Education from 2006-2016: A Synthesis of the Literature in the Journal of Agricultural Education

Coclasure¹,

Thoron²

2018

JAE

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The purpose of this synthesis of literature was to identify and analyze existing research that used experimental or quasi-experimental design in school-based agricultural education. This study utilized published articles in the Journal of Agricultural Education from the years 2006 through 2016. The study identified 35 articles that met the criteria of the investigation. Studies were analyzed and compared based on number of participants and duration. Trends in research constructs were found to be the impact of curriculum design, technology, laboratory approaches, and methods of active learning on student outcomes. Trends in researcher recommendations included extended treatment durations, larger sample sizes, follow-up research addressing longterm knowledge retention, increased teacher training through professional development, and exploring the impact of teaching methods and curriculum design on constructs such as student motivation, interest, and self-efficacy.

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“…Laboratories can be useful contexts through which experiential learning processes can take place (Shoulders, Blythe, & Myers, 2013). As a prominent laboratory environment commonly found within many SBAE programs (Phipps et al, 2008;Shoulders & Myers, 2012;Talbert et al, 2014), agricultural mechanics laboratories, as well as aligned instructional practices, can serve as a context through which to apply academic content (Parr, Edwards, & Leising, 2006, 2008Young, Edwards, & Leising, 2009), to practice problem-solving skills (Blackburn & Robinson, 2016;Pate & Miller, 2011), to develop and facilitate projects that can have considerable economic impacts over time (Hanagriff, Rayfield, Briers, & Murphy, 2014), and to provide opportunities for students to develop and hone a wide range of skills (Phipps et al, 2008;Wells, Perry, Anderson, Shultz, & Paulsen, 2013).…”

Section: Introductionmentioning

confidence: 99%

Identifying the Agricultural Mechanics Knowledge and Skills Needed by Iowa School-based Agricultural Education Teachers

Hainline¹,

Wells²

2019

JAE

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A historical portion of many school-based agricultural education (SBAE) programs, agricultural mechanics remains popular in schools across the nation. As such, pre-service and in-service teachers should be prepared to effectively deliver agricultural mechanics instruction (Burris, Robinson, & Terry, 2005). Agricultural education researchers Pate, Warnick, & Meyers, 2012) have identified many laboratory management competencies and welding skills that teachers should have; however, few knowledge and skill areas in other components of agricultural mechanics (e.g., woodworking, electricity, etc.) have been identified. Through the lens of Roberts and Ball's (2009) content-based model for teaching agriculture, we used the Delphi technique to identify the agricultural mechanics knowledge and skills that Iowa SBAE teachers should possess to provide quality instruction. A panel of 10 expert Iowa SBAE teachers provided the data for the present study. After three rounds, a total of 85 items reached consensus, which included 35 technical skills (e.g., plasma cutting, etc.) and 49 "teacher skills"/laboratory management skills (e.g., ordering consumables). We concluded that SBAE stakeholders in Iowa should ensure that teachers are prepared to teach agricultural mechanics via coursework and professional development opportunities. We recommend that this study be replicated in other states.

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Determining the Effects of Cognitive Style, Problem Complexity, and Hypothesis Generation on the Problem Solving Ability of School-Based Agricultural Education Students

Abstract: The purpose of this experimental study was to assess the effects of cognitive style, problem complexity, and

Cited by 15 publications

References 21 publications

Agriscience Education Through Inquiry-Based Learning: Investigating Factors that Influence the Science Competence of Middle School Students

Agriscience Education Through Inquiry-Based Learning: Investigating Factors that Influence the Science Competence of Middle School Students

Experimental Studies in School-based Agricultural Education from 2006-2016: A Synthesis of the Literature in the Journal of Agricultural Education

Identifying the Agricultural Mechanics Knowledge and Skills Needed by Iowa School-based Agricultural Education Teachers

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