A Descriptive Interpretive Analysis of Students' Oral Verbalization during the Use of Think-Aloud Pair Problem Solving While Troubleshooting

Autor/inn/en	Pate, Michael L.; Miller, Greg
Titel	A Descriptive Interpretive Analysis of Students' Oral Verbalization during the Use of Think-Aloud Pair Problem Solving While Troubleshooting
Quelle	In: Journal of Agricultural Education, 52 (2011) 1, S.107-119 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2011.01107
Schlagwörter	Troubleshooting; Protocol Analysis; Formative Evaluation; Agricultural Education; Learning Strategies; Problem Solving; Vocational Education; Oral Language; Verbal Communication; Metacognition; Secondary School Students; Iowa + Suchen Sie Ihr Suchwort? Störfall; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Berufsbildung; Oral interpretation; Mündlicher Sprachgebrauch; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler
Abstract	Researchers assert that the metacognitive nature of think-aloud pair problem solving (TAPPS) improves students' problem solving by focusing their attention on their own thinking. The purpose of this study was to identify and describe oral verbalizations indicating cognitive processes of secondary-level career and technical education students who used TAPPS while troubleshooting. A task outcome (successful or unsuccessful) was recorded for students who used TAPPS while troubleshooting a small gas engine fault on the basis of whether they were able to identify the correct solution to repair the fault. A qualitative interpretive approach was used to describe and interpret students' thoughts while they were engaged in TAPPS. A quantitative analysis was used to compare levels of oral verbalization between successful and unsuccessful TAPPS students. The total average percentage of oral verbalizations indicating metacognitive thought was 54% for successful students and 52% for unsuccessful students. The content of students' oral verbalizations revealed that the metacognitive nature of the TAPPS strategy does not improve problem-solving success when secondary-level career and technical education students do not possess enough domain-specific knowledge. TAPPS can provide school-based agricultural education instructors with a formative assessment tool for checking students thinking and understanding of technical information for problem solving. (Contains 1 figure and 3 tables.) (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	2017/4/10