Learning Styles, Teaching Styles And Personality Styles Of Preservice Teachers Of Agricultural Education

Cano, Jamie; Garton, Bryan L.; Raven, Matt R.

doi:10.5032/jae.1992.01046

Cited by 34 publications

(38 citation statements)

References 4 publications

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“…Additionally, it was found that demographics including the work years, the highest degree held, owning or operating a farm, and the organizations involvement could influence teachers' attitude toward the selected science and technology topics to some extent. This results consistent with some literatures, which suggest that demographics play a role in helping determine an individual's attitudes and practice (Schommer, 1998;Cano et al, 1992).…”

Section: Implications and Significance To High School Agricultural Edsupporting

confidence: 92%

Importance of selected science and technology topics in the instructional programs to Iowa high school agricultural educators

Shen

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Section: Implications and Significance To High School Agricultural Edsupporting

confidence: 92%

Importance of selected science and technology topics in the instructional programs to Iowa high school agricultural educators

Shen

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“…Several studies (Cano et al, 1992;Raven, et al, 1993;Torres and Cano, 1994;Cano and Metzger, 1995;Miller, 1995;Whittington and Raven, 1995) have been conducted with the primary aim of describing the learning styles of a particular population of agricultural learners. Most of these studies imply that knowledge of learning styles may be used by teachers to improve instruction.…”

Section: Resultsmentioning

confidence: 99%

The effect of teaching approaches on achievement and satisfaction of field-dependent and field-independent learners in animal science.

Honeyman

Miller

1998

Journal of Animal Science

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A senior-level university swine management class of 42 students consisted of three laboratory sections (containing 22, 12, and 8 students). A counterbalanced design was used to evaluate three teaching approaches (field-dependent, field-independent, and combination); each weekly laboratory section received each teaching approach for 3 wk. All students were evaluated and categorized as field-dependent or field-independent learners before the study. All students were evaluated for achievement and satisfaction at the end of each laboratory period. Teaching approach x learning style x laboratory section was not significant for achievement or satisfaction. Teaching approach x laboratory section was significant for achievement (P = .01) and satisfaction (P = .01). Teaching approach x learning style was not significant for achievement (P = . 15) or satisfaction (P = .15). Field-independent learners scored 6% higher on achievement tests when taught with a field-dependent approach rather than a field-independent approach. Field-dependent learners scored 21.9% higher when taught with a combination approach rather than a field-dependent approach and 13.8% higher than when taught with a field-independent approach. Overall student satisfaction was positive (3.50 on a 5-point scale). Field-independent learners were most satisfied with a combination approach; however, field-dependent learners preferred a field-dependent approach. Teaching approach was significant (P = .03) for achievement with the combination approach and resulted in higher scores (8.7 to 9.7%). Teaching approach was not significant for satisfaction (P = .61). Overall, a combination of teaching methods, tailored to both field-dependent and field-independent students, was most effective. Matching instruction to student learning style is not necessary. The study represents an example of using animal science students and faculty in research to improve animal science instruction and heighten awareness of teaching methods.

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“…Student-centered learning has been pushed in the agricultural education area [61,102]. Research found 60% of sampled agriculture teachers were inclined to use student-centered learning [103]. Hess and Gong [104] believed student-centered learning is a path to college and career readiness.…”

Section: Discussionmentioning

confidence: 99%

Teaching and Learning about Biomass Energy: The Significance of Biomass Education in Schools

Han

Martin

2018

Sustainability

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Biomass energy can mitigate climate change, revitalize rural economies, and achieve energy independence. Using biomass energy as subject matter content, American agricultural education programs at the secondary school level can prepare future agricultural professionals with science, technology, engineering, and mathematics skills to solve complex issues. Through a state-wide survey (N = 100) in the U.S., this study found agriculture teachers' interest in biomass energy is motivated by economic, environmental, pedagogical, and learning factors. Nine relevant topics were determined as high training needs perceived by teachers. Teacher educators are recommended to incorporate the four factors and nine topics in planning, delivering, and evaluating in-service training programs of biomass energy for agriculture teachers.

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Learning Styles, Teaching Styles And Personality Styles Of Preservice Teachers Of Agricultural Education

Abstract: Each teacher is unique in many ways. Teachers vary from one another in such characteristics as learning style, teaching style and personality style. Research has been conducted in several teacher education disciplines with regard to the selected teacher characteristics of learning style (

Cited by 34 publications

References 4 publications

Importance of selected science and technology topics in the instructional programs to Iowa high school agricultural educators

Importance of selected science and technology topics in the instructional programs to Iowa high school agricultural educators

The effect of teaching approaches on achievement and satisfaction of field-dependent and field-independent learners in animal science.

Teaching and Learning about Biomass Energy: The Significance of Biomass Education in Schools

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