Determining the Effects that the Order of Abstraction and Type of Reflection have on Content Knowledge When Teaching Experientially: An Exploratory Experiment

Abstract

The purpose of this experimental study was to determine the effects of order of abstraction and type of reflection on student knowledge acquisition. Students were assigned randomly to one of four treatment combinations in the completely randomized 2x2 design which included either abstraction prior to or directly after an experience, and either reflection-in-action or reflection-onaction. A Lab-Aids® inquiry-based kit, centered on the principles of biofuels, served as the content for the treatment. The findings of this study indicate that order of abstraction does not have a statistically significant effect on knowledge acquisition scores, but that reflection-in-action did have a statistically significant effect on increasing students’ knowledge of the selected biofuel concepts. It is recommended that teachers at both the secondary and university level focus on effective strategies of reflection-in-action to draw deeper, more enduring learning from students’ experiences in agricultural education. The study was exploratory in nature, and recommendations were suggested for full-scale replications of the study.

Determining the Effects of Reflection Type and Cognitive Style on Students' Content Knowledge

“…Lamm, Rhoads, et al (2011) found that "those with a strong preference for abstract categorization (thinking) and active experimentation (doing) when learning had a very strong relationship with several critical thinking items" (p. 20). However, Baker et al (2014) found no statistically significant difference in student content knowledge regarding the timing of when an abstract conceptualization occurred in the experiential learning model.…”

“…Specifically, the four steps in the learning process are (a) concrete experience, (b) reflective observation, (c) abstract conceptualization, and (d) active experimentation (Kolb, 1984). For learning to occur, learners must be guided through the full cycle; however, where the cycle begins for each student should not be a concern for teachers ( Baker et al, 2014;Kolb, 1984). Lamm, Rhoads, et al (2011) found that "those with a strong preference for abstract categorization (thinking) and active experimentation (doing) when learning had a very strong relationship with several critical thinking items" (p. 20).…”

“…Recent research suggests that the timing of an experience does not matter when measuring student learning by way of criterion-referenced tests; rather, what does matter is the type of reflection (Baker, Brown, Blackburn, & Robinson, 2014). If teachers desire to see effects on student performance, they must be present during the laboratory experience by constantly pushing students to reflect-in-action (Baker et al, 2014).…”

“…Recent research suggests that the timing of an experience does not matter when measuring student learning by way of criterion-referenced tests; rather, what does matter is the type of reflection (Baker, Brown, Blackburn, & Robinson, 2014). If teachers desire to see effects on student performance, they must be present during the laboratory experience by constantly pushing students to reflect-in-action (Baker et al, 2014). Shoulders and Myers (2012) concluded, "Experiential learning in agricultural laboratories has been established as an ideal method to teach scientific content and problem solving skills to agriculture students .…”

A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education

“…The concept of sequencing an initial exposure to instructional information from a specific end of the ELT continuum has not been fully examined. Baker, Brown, Blackburn, and Robinson (2014) conducted an initial examination into presentation order of concepts within the context of experiential learning theory for post-secondary students using agriculture as the context. While their findings failed to reveal significant differences between order of abstraction and type of reflection, they recommended further research in this area, specifically within the secondary classroom.…”