How Cognitive Style and Problem Complexity Affect Preservice Agricultural Education Teachers’ Abilities to Solve Problems in Agricultural Mechanics

Blackburn, J. Joey; Robinson, J. Shane; Lamm, Alexa J.

doi:10.5032/jae.2014.04133

Cited by 5 publications

(10 citation statements)

References 14 publications

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“…This is consistent with the A-I theory that states that everyone has the ability to solve problems, regardless of cognitive style (Kirton, 2003). Similarly, Blackburn et al (2014) reported that most presevice agricultural education teachers were able to solve problems regardless of complexity or cognitive style. However, Pate and Miller (2011) found that the majority of secondary students were not able to troubleshoot a small gasoline engine compression problem successfully, regardless of whether they worked individually or employed the TAPPS method.…”

Section: Resultsmentioning

confidence: 99%

“…Further, Blackburn et al (2014) recommended that students' ability to generate accurate hypotheses should be investigated to determine their effects on problem solving ability. Therefore, what effect does problem complexity, hypothesis generation, and cognitive style have on students' ability to solve authentic problems in agriculture?…”

Section: Conceptual Framementioning

confidence: 99%

“…No statistically significant differences in time to solution were found based on cognitive style. However, a statistically significant difference in time to solution based on problem complexity was detected (Blackburn et al, 2014). Friedel, Irani, Rhoades, Fuhrman, and Gallo (2008) sought to explore the relationships between critical thinking and problem solving in the context of Mendelian genetics.…”

mentioning

confidence: 99%

“…There were no statistically significant differences found in problem solving success of students who utilized the TAPPS technique and those who worked independently. Blackburn, Robinson, and Lamm (2014) sought to determine if student's cognitive style, as defined by Kirton's (2003) Adaption-Innovation (KAI) theory, and problem complexity affected problem solving ability in the context of small gasoline engines. No statistically significant differences in time to solution were found based on cognitive style.…”

mentioning

confidence: 99%

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

Blackburn¹,

Robinson²

2016

JAE

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Section: Resultsmentioning

confidence: 99%

Section: Conceptual Framementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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

Blackburn¹,

Robinson²

2016

JAE

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“…They concluded that the TAPPS technique was inappropriate for use with secondary students because of their lack of domain specific knowledge (Pate & Miller, 2011b). Blackburn, Robinson, and Lamm (2014) conducted a study to investigate the problem solving ability of undergraduate students enrolled in a small gasoline engines course. The KAI was employed to determine the cognitive style of the students as being either more adaptive or more innovative.…”

Section: Problem Solving Research In Agricultural Educationmentioning

confidence: 99%

An Investigation of Factors that Influence the Hypothesis Generation Ability of Students in School-Based Agricultural Education Programs when Troubleshooting Small Gasline Engines

Blackburn¹,

Robinson²

2017

JAE

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The purpose of this study was to determine if selected factors influenced the ability of students in school-based agricultural education programs to generate a correct hypothesis when troubleshooting small gasoline engines. Variables of interest included students' cognitive style, age, GPA, and content knowledge in small gasoline engines. Kirton's Adaption-Innovation Inventory was employed to assess cognitive style and a researcher developed criterion-referenced test was utilized to determine small gasoline content knowledge. Students were assigned randomly, by cognitive style, to generate a hypothesis for either a simple or complex small gasoline engine problem. A similar number of students were able to correctly hypothesize the fault in their assigned engine regardless of cognitive style. However, differences were noted between the more adaptive and more innovative students. A binary logistic regression revealed that as cognitive style score increased, the odds of generating a correct hypothesis decreased. Additionally, older students were more likely to generate an incorrect hypothesis. Teachers should encourage students to hypothesize when engaged in problem solving activities, but should be aware of individual differences such as cognitive style.

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Teacher preparation impacts in regard to physiological stress of preservice educators within agricultural mechanics project construction

Reed¹

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The purpose of this study was to identify how the differences in teacher preparation impact the physiological stress teachers and teaching quality students experience within the agricultural mechanics laboratory setting, specifically when related to project construction. One specific responsibility of agricultural educators is teaching project construction in the agricultural mechanics laboratory. Teachers have reported perceived stress in teaching agricultural mechanics, but no studies to date have measured the physiological stress response when teaching mechanics. For this agricultural mechanics methods course, university instructors enlisted students to serve as teacher for a day to simulate the process of teaching project construction. Researchers utilized a nonequivalent control group design to determine how a treatment of university supervisors modeling the project construction with students before they taught as teacher for day would impact teaching and stress outcomes. The control group did not build the project ahead of time, as has been the practice of the course in the past. The researcher utilized four instruments to measure physiological stress, learning environment, assessment, teaching delivery and perceived comfort of the teacher. The target population for this study was preservice agricultural educators at the University of Missouri. The accessible population consisted of preservice educators for the Fall of 2017 semester (n=16). Heart monitor data indicated all teachers were stressed throughout their teaching on day 1 and day 2. Despite their stress, the teachers were effective as rated by their students. The treatment group was less stressed on day 2 than day 1, indicating the treatment was effective at assisting teachers once the actual project construction began. The study provides biological evidence supporting the stressful nature of teaching agricultural mechanics. Researchers were able to recreate the stress of agricultural mechanics teaching through a simulated activity. Researchers conclude the treatment of pre-project modeling reduced the stress and increase the teaching performance of preservice teachers by modeling the laboratory activity prior to teaching.

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How Cognitive Style and Problem Complexity Affect Preservice Agricultural Education Teachers’ Abilities to Solve Problems in Agricultural Mechanics

Abstract: The purpose of this experimental study was to determine the effects of cognitive style and problem complexity on Oklahoma State University preservice agriculture teachers ' (N = 56)

Cited by 5 publications

References 14 publications

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

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

An Investigation of Factors that Influence the Hypothesis Generation Ability of Students in School-Based Agricultural Education Programs when Troubleshooting Small Gasline Engines

Teacher preparation impacts in regard to physiological stress of preservice educators within agricultural mechanics project construction

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