Toward a Scientific Basis for the Craft of Teaching

Abstract

This study develops a hard systems model for learning that differs from traditional or intuitive models. Research in educational psychology and cognitive science provides the basis for the model. The paper also presents a traditional soft system view of the craft of teaching. Perception, memory, and concept formation are presented as the essential ingredients for effective learning. The systems models for learning and teaching are defined and contrasted, and instructional implications are discussed. Agricultural educators teach; they train prospective teachers, and they offer inservice to practicing teachers. This is education. These educators have historically spent the majority of their research and instructional time studying and teaching the craft of teaching. University professors, who may or may not have had any formal teacher training, practice the craft of teaching. This paper presents a review that moves toward a scientific basis for the craft of teaching.

Is Experiential Learning Authentic?

“…Students learn through real-life experiences (Cullingford, 1990;Mabie & Baker, 1996) and experience influences how they learn because experiences shape persons' schema by bundling knowledge and past experiences to influence future experiences (Buriak, McNurlen, & Harper, 1996). Moreover, experiences influence our perception (Cullingford) and serve as bridges between the school phenomena and the rest of the world (Horwood, 1995).…”

Utilization of a High Stakes High School Graduation Exam to Assess the Impact of Agricultural Education: A Measure of Curriuculum Integration

“…gives learners the opportunity for concrete, contextually meaningful experience through which they can search for patterns, raise their own questions, construct their own models, concepts and strategies" (p. ix). To this end, Buriak, McNurlen, and Harper (1996) posited, "The best way for learners to learn how to use knowledge in multi-ple contexts is to have the experience of applying knowledge in multiple contexts" (p. 32).…”

Student Expectations and Reflections of a Study Away Course Experience to Washington, D.C.

“…The purpose of this study was to explore students' perceptions of a study away course experience to Washington, D.C. Study away experiences are one of the many types of activities used to engage students in learning beyond the classroom. Exposing students to various cultures, environments, and activities assists in practical application of knowledge in different contexts (Buriak, McNurlen, & Harper, 1996;Phipps, Osborne, Dyer, & Ball, 2008;Townsend & Briers, 1990). The long-term impacts of study away experiences have been shown to improve students' links between personal, physical, and social contexts that assist in the application of prior knowledge to new experiences (Falk & Dierking, 1997).…”