Levels Of Critical Thinking Of Secondary Agriculture Students

Rollins, Timothy J.

doi:10.5032/jae.1990.03047

Cited by 16 publications

(13 citation statements)

References 6 publications

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“…Yet, research in agricultural education has focused only on how the problem-solving approach affects student achievement and learning of content. Other researchers in agricultural education have examined uses of higher level thinking (Whittington, 1998) and critical thinking (Cano & Martinez, 1991;Rollins, 1990;Rudd et al, 2000;Torres & Cano, 1995) but have not examined how these thinking skills relate to problem solving.…”

Section: Critical Thinking and Problem Solvingmentioning

confidence: 99%

It’s in the Genes: Exploring Relationships Between Critical Thinking and Problem Solving in Undergraduate Agriscience Students’ Solutions to Problems in Mendelian Genetics

Friedel¹,

Irani²,

Rhoades³

et al. 2008

JAE

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This study was conducted to examine the statistical relationship between problem solving and critical thinking to guide future teaching and research for agricultural educators using the problem-solving approach. Students enrolled in an undergraduate genetics course in the College of Agricultural and Life Sciences at the University of Florida were prompted to use their criticalthinking skills while answering a problem in the context of biotechnology. Students' criticalthinking skills were assessed through content analysis of a think-aloud protocol. Other cognitive factors assessed included problem-solving style, problem-solving level, and critical-thinking disposition. A path analysis was used to examine how these trait-based variables and use of critical-thinking skills contribute to solving a problem. Of these cognitive factors, only problemsolving level, critical-thinking disposition, and use of critical-thinking skills were included in the revised model. The authors argue that although correlations were significant, they were low and indicated that critical thinking and problem-solving may be more independent than previously thought. Limitations of this study require more research to better understand how these cognitive factors are employed by the learner to solve problems.

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Section: Critical Thinking and Problem Solvingmentioning

confidence: 99%

It’s in the Genes: Exploring Relationships Between Critical Thinking and Problem Solving in Undergraduate Agriscience Students’ Solutions to Problems in Mendelian Genetics

Friedel¹,

Irani²,

Rhoades³

et al. 2008

JAE

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show abstract

“…However, Rollins (1990) conveyed that to apply the principles of critical thinking requires a level of competency over and above knowledge themselves.…”

Section: Discussionmentioning

confidence: 99%

Opportunity Integrated Assessment to Measure Critical Thinking and Science Process Skills in Integrated Manner in Chemistry Learning

Irwanto¹

2018

Preprint

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Students should be prepared to cope with this world with higher level skills involving critical thinking and science process skills, so that they can solve problem in education learning and other fields. Besides, the main reason is those skills should not be separated. Critical thinking skills can be developed by enriching students' process skills. Getting students to think critically and act in accordance with science process skills that students have will improve their cognitive and skill aspects. Unfortunately, those students' ability is not balanced with the current assessment. The prior assessment should be changed to integrated assessment that provides a framework for assessing both students' critical thinking and science process skills. It enables teachers to determine the extent to which students are reasoning critically by integrating science process skills as primary tool for learning. The purpose of this study is to find why integrated assessment is needed to measure critical thinking and science process skills in integrated manner.

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“…In an attempt to improve agricultural education programs, teacher educators in agricultural education have increased their focus on research and education with regards to comprehension and applying cognitive function (Boone, 1990;Cano, 1993;Dyer & Osborne, 1996;Jones & Williams, 1986;Lamm, Rhoades, Irani, Roberts, Snyder, & Brendemuhl, 2011;Parr & Edwards, 2004;Rollins, 1990). It is important for agricultural education student teachers to think critically; "therefore, a need exists to assess those skills in college students and examine whether they have acquired these skills through their college experiences" (Odom, Shehane, Moore, & McKim, 2014, p. 218).…”

Section: Purpose and Objectivesmentioning

confidence: 99%

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

Clark¹,

Paulsen²

2016

JAE

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Levels Of Critical Thinking Of Secondary Agriculture Students

Cited by 16 publications

References 6 publications

It’s in the Genes: Exploring Relationships Between Critical Thinking and Problem Solving in Undergraduate Agriscience Students’ Solutions to Problems in Mendelian Genetics

It’s in the Genes: Exploring Relationships Between Critical Thinking and Problem Solving in Undergraduate Agriscience Students’ Solutions to Problems in Mendelian Genetics

Opportunity Integrated Assessment to Measure Critical Thinking and Science Process Skills in Integrated Manner in Chemistry Learning

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

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