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

Autor/inn/en	Blackburn, J. Joey; Robinson, J. Shane; Kacal, Amanda
Titel	Determining the Effects of Reflection Type and Cognitive Style on Students' Content Knowledge
Quelle	In: Journal of Agricultural Education, 56 (2015) 3, S.195-209 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Reflection; Cognitive Style; Creativity Tests; Problem Solving; Agriculture; Agricultural Education; Preservice Teachers; Experiential Learning; Experimental Groups; Statistical Analysis; Laboratory Experiments; Pedagogical Content Knowledge; Teaching Methods; Science Education; Science Instruction; Oklahoma; Kirton Adaption Innovation Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Creativity test; Kreativitätstest; Problemlösen; Landwirtschaft; Agriculture; Education; Landwirtschaftliche Ausbildung; Ausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Statistische Analyse; Laboratory work; Laborarbeit; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The purpose of this exploratory, experimental study was to determine the effects that the type of reflection-in-action and students' cognitive style had on content knowledge of preservice agriculture teachers (N = 57) at Oklahoma State University. Students' cognitive style was assessed using Kirton's Adaptation-Innovation Inventory (KAI). Students were classified as either more adaptive or more innovative. Students were assigned randomly to either a verbal or written reflection-in-action group in the completely randomized 2x2 design. A Lab Aids® classroom kit, based on the principles of biofuels, served as the content for the treatment. The findings of this study indicated that cognitive style and type of reflection-in-action did not affect students' knowledge scores in an agriscience laboratory positively or negatively. As such, teachers can utilize either type of reflection-in-action without detriment to student learning. As this study was exploratory in nature, it is recommended that it be replicated with a larger sample size to increase generalizability. Additional research should focus on pairing students of similar and opposite cognitive styles to determine how their problem-solving ability and performance on tests is affected. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01