Stimulating the Imaginative Capacities of Agricultural Extension Students

Autor/inn/en	Liang, Chaoyun; Chang, Wen-Shan; Yao, Shu-Nung; King, Jung-Tai; Chen, Shi-An
Titel	Stimulating the Imaginative Capacities of Agricultural Extension Students
Quelle	In: Journal of Agricultural Education and Extension, 22 (2016) 4, S.327-344 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-224X
DOI	10.1080/1389224X.2015.1133434
Schlagwörter	Foreign Countries; College Students; Agricultural Education; Extension Education; Imagination; Pictorial Stimuli; Visual Stimuli; Focus Groups; Curriculum Development; Educational Strategies; Teaching Methods; Design; Data Analysis; Interrater Reliability; Educational Indicators; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Erweitertes Bildungsangebot; Fantasieanregung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Auswertung; Interrater-Reliabilität; Educational indicato; Bildungsindikator
Abstract	Purpose: To address the dynamic challenges associated with developing a globally sustainable society, numerous scholars have stressed the need to cultivate the imagination of agricultural students. This study aimed to explore how pictorial representations stimulate the imaginative capacities of agricultural extension students. Design/methodology/approach: We adopted a focus group method that enabled in-depth discussions amongst selected participants. Three focus group discussions were held with 15 student participants in Taiwan. Regarding the pictorial representations, a series of works from three great artists were selected, namely Jean-François Millet, Pablo Picasso and Joan Miró. The works were chosen. Findings: The results indicated that different indicators of imaginative capacities were stimulated by different types or combinations of pictorial representations. For example, realistic visual stimuli were beneficial for cultivating student intuition of problem solving. The atmosphere and colour of visual stimuli affected student sensibilities. The abstract stimuli and remote analogues were beneficial in generating original ideas and breaking design fixations. These stimulations occurred largely according to encountering problems and project needs. Practical implications: These findings can assist agricultural educators in developing imaginative curricula and instructional strategies and might increase students' creative performance. Originality/value: This research provides intriguing insights into the complexities of human imagination. First, the present study developed a novel approach to assess how pictorial representations stimulate the imaginative-capacity indicators of agricultural extension students. Our results indicated that various indicators were stimulated by various types or combinations of pictorial representations, and how and why these stimulations occurred largely depended on design problems and project needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01