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

2016 ◽  
Vol 57 (2) ◽  
pp. 46-59 ◽  
Author(s):  
Joey Blackburn ◽  
Shane Robinson
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Agricultural Education ◽  
Hypothesis Generation ◽  
Problem Complexity ◽  
Education Students ◽  
School Based

scholarly journals International Agricultural Concepts through the Eyes of School-Based Agriculture Education Students

2017 ◽  
Vol 24 (2) ◽  
pp. 65-77
Author(s):  
Nathan W. Conner ◽  
Sarah Greer ◽  
Christopher T. Stripling
Keyword(s):  
Agricultural Education ◽  
Global Economy ◽  
Attitudes And Beliefs ◽  
Agriculture Education ◽  
Education Students ◽  
School Based ◽  
Positive Attitudes ◽  
American Students ◽  
Departments Of Education ◽  
International Agriculture

As demands to participate in a global economy increase, American students, who have limited knowledge of international agriculture concepts, must be better educated in terms of international awareness and understanding. The purpose of this study was to identify the attitudes, beliefs, understanding, and desired instructional methods of Tennessee school-based agricultural education students in regards to international agriculture. A descriptive questionnaire comprised of 46 items, which measured four constructs, was used to collect data. The summated means of all students for attitudes, beliefs, understanding, and instruction were 3.81 (SD = .46), 3.81 (SD = .57), 3.76 (SD = .51), and 3.76 (SD = .47), respectively. Findings indicated students hold positive attitudes and beliefs toward international agricultural concepts. In an effort to remain a global leader in science and innovation and to meet the needs of the agricultural employers, State Departments of Education should consider providing resources for the development, testing, and implementation of internationalized curricula. If not currently internationalized, other countries should also consider internationalizing their curricula and determine how best to equip students with the skills and knowledge necessary to work in a globalized economy.

Programmatic Involvement and Emerging Educational Outcomes: An Exploratory Study

2020 ◽  
Vol 45 (2) ◽  
pp. 3-16
Author(s):  
Aaron J. McKim ◽  
R. Bud McKendree
Keyword(s):  
Problem Solving ◽  
Systems Thinking ◽  
Agricultural Education ◽  
Educational Outcomes ◽  
Student Involvement ◽  
Exploratory Study ◽  
National Level ◽  
Local Chapter ◽  
School Based ◽  
Recommendations For Practice

Preparing students in school-based agricultural education (SBAE) to respond to emerging challenges impacting – and being impacted by – agriculture, food, and natural resource systems (e.g., climate change, water scarcity, soil degradation) is essential. Therefore, student involvement in SBAE was investigated in relation to metacognition, problem-solving abilities, and systems thinking, three educational outcomes deemed "emerging" due to their necessity in addressing complex problems. Overall, results from this investigation suggest involvement in SBAE is related to higher levels of metacognition, problem-solving ability, and systems thinking when compared to no involvement. However, when comparing more advanced levels of involvement (e. g., participating in state or national level FFA contests) to foundational involvement (e.g., participating in local/chapter level FFA contests), advanced involvement did not consistently relate to increased attainment of the emerging educational outcomes. In congruence with the Theory of Student Involvement, recommendations for practice and research are highlighted. Principal among the recommendations is a call for educators to invest resources to encourage a broader range of students to be involved in SBAE at more foundational levels rather than investing resources in the advanced involvement of a select few students.

Successful Careers and Cognitive Style: A Follow-up Study of Childhood Family Discontinuity

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1071-1074
Author(s):  
Virginia Z. Gordon
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Career Path ◽  
Cognitive Styles ◽  
Original Research ◽  
Original Sample ◽  
Follow Up Study ◽  
Successful Career ◽  
Problem Solving Style

It was predicted that those participants who experienced discontinuity (death, divorce, and separations) from their parent(s) in childhood and who had successful careers in adulthood would manifest more innovative than adaptive cognitive styles on the Kirton Adaption-Innovation Inventory. The original research showed 61% of the sample members ( n = 41) experienced family discontinuity. Ninety percent ( n = 37) of the previous participants responded and showed 59% family discontinuity. Fifty-four percent in the follow-up study chose an alternative career path (counterstriving), the same percentage as in the original sample. When both family discontinuity and counterstriving were present, statistically significant innovation scores occurred. Family discontinuity in childhood and a successful career in adulthood are likely to be associated with high striving-motivation and an innovative (paradigm-breaking) problem-solving style.

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