Perceptions of Critical Thinking, Task Value, Autonomy and Science Lab Self-efficacy: A Longitudinal Examination of Students' CASE Experience

Velez, Jonathan J.; Lambert, Misty D.; Elliott, Kristopher M.

doi:10.5032/jae.2015.02204

Cited by 6 publications

(6 citation statements)

References 24 publications

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“…This study addresses Research Priority Area Five: Efficient and effective agricultural education programs within the American Association for Agricultural Education's National Research Agenda (Roberts et al, 2016). Researchers have conducted several studies on CASE, including the challenges of preservice implementation (Wells et al, 2019), student development of critical thinking, task value, autonomy, and science lab self-efficacy (Velez et al, 2015), science teaching efficacy (Ulmer et al, 2013), teachers' intentions to integrate science into agriculture classrooms (Pauley et al, 2019). However, limited research has been done on preservice teachers attending CASE institutes or what skills are gained through CASE professional development.…”

Section: Purpose and Objectivesmentioning

confidence: 99%

Exploring Content, Pedagogy, and Literacy Strategies among Preservice Teachers in CASE Institutes

Tummons¹,

Hasselquist²,

Smalley³

2020

JAE

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Educational leaders implement professional development activities to facilitate teacher learning and growth. Each summer, scores of secondary agriculture teachers attend Curriculum for Agricultural Science Education (CASE) institutes as a form of professional development. Recently, teacher preparation programs have begun offering CASE institutes for preservice teachers. This study explored the lived experiences of preservice teachers in two CASE institutes. Three central themes emerged from the data: 1) preservice participants wrestled with adoption of inquiry teaching strategies as a teaching method, 2) contextualized literacy in the agriculture classroom helped preservice participants understand their role as a teacher of literacy, and 3) participant content knowledge growth was intertwined with self-growth in formative assessment, classroom management/grouping, and literacy strategies. The findings were presented through vignettes to provide a thick, rich description of the case. Recommendations include offering modified CASE institutes for preservice teachers, use of lead teachers who are familiar with the developmental challenges of preservice teachers, and monitoring participant content knowledge to facilitate growth in pedagogical content knowledge.

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Section: Purpose and Objectivesmentioning

confidence: 99%

Exploring Content, Pedagogy, and Literacy Strategies among Preservice Teachers in CASE Institutes

Tummons¹,

Hasselquist²,

Smalley³

2020

JAE

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show abstract

“…CASE curricula are designed to be an innovative and integrated approach to teaching and learning in SBAE settings. It is guided by an inquiry-based, scientific approach to teaching in SBAE programs (Velez et al, 2015). This interdisciplinary curriculum allows teachers and students to learn complex systems within a familiar context.…”

Section: Introductionmentioning

confidence: 99%

“…McKim et al (2018) found CASE-certified teachers had slightly higher perceived science knowledge than non-CASE-certified teachers. CASE curricula have shown to be beneficial to teachers who are developing their innovative classroom (Velez et al, 2015). As the integration of core academic subjects into SBAE continues to be struggle for some teachers, research into innovative programs like CASE continues to remain important.…”

Section: Introductionmentioning

confidence: 99%

School-based Agricultural Education Teachers’ Experiences During a Year-long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum

Wells,

Hainline,

Smalley

et al. 2021

JAE

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Science, technology, engineering, and mathematics (STEM) applications have become increasingly more commonplace in school-based agricultural education (SBAE) settings in the past few decades. In recent years, Curriculum for Agricultural Science Education (CASE) programming has provided a practical outlet for STEM-focused, inquiry-based teaching and learning activities. The CASE Mechanical Systems in Agriculture (MSA) course was recently field-tested nationally with several SBAE teachers. Framed within Rogers' (2003) diffusion of innovations theory, we sought to study six teachers' experiences when implementing the CASE MSA curriculum throughout the 2018-2019 academic year. Using qualitative research methods, we conducted multiple one-on-one interviews with each SBAE teacher at different parts of their respective academic years. Data were coded in accordance with Merriam's (2009) recommendations. Four dominant themes emerged: (1) the journey toward innovation; (2) learning as you go; (3) logistical and implementation challenges; and (4) students' needs and preferences. Several prominent sub-themes emerged as well. Our findings highlight that although challenges existed, the CASE MSA curriculum was suitable for enhancing the rigor and relevance of these teachers' agricultural mechanics curricula. We recommend CASE MSA curriculum stakeholders collaborate to continuously improve its design and flexibility.

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“…Totten et al (1991) suggested that collaboration allows students to become critical thinkers by engaging in discussion and taking responsibility for their own learning. With the recent interest concerning students' critical thinking abilities within the agricultural education literature (Davis & Jayaratne, 2015;Perry et al, 2015;Perry et al, 2014;Ricketts & Rudd, 2005;Velez et al, 2015), effective communication and collaboration in the learning environment is paramount for student success (Wagner, 2008).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

An Exploration of Student Collaboration Networks in a Team-Based Capstone Course

McCubbins¹,

Paulsen²,

Anderson³

2020

JAE

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Learning is inherently a social act occurring through individualized interpretation and negotiations with diverse others. The ability to work with others within the learning environment and beyond is an essential skill. Student-centered teaching methods that emphasize active learning in a team setting have garnered much support across higher education. Recently, AGEDS 450 at Iowa State University was redesigned to further emphasize teamwork. Team-Based Learning (TBL) was incorporated within the capstone framework to promote higher levels of student collaboration, particularly for farm management decisions. TBL promotes higher order thinking and the application of course content in a real-world situation. For AGEDS 450, an actual farm serves as the applied learning laboratory where students make all decisions concerning its management and operation. This descriptive study sought to explore the collaboration networks of students enrolled in the fall 2015 (n = 61) and spring 2016 (n = 60) AGEDS 450. Social network analysis was utilized to construct and analyze student collaboration networks. Data were collected at the beginning and end of a 16-week semester in order to track development and/or growth of the collaboration network. The collaboration networks developed into cohesive structures encompassing all students within the course. With the increased interest in fostering teamwork in preparing students for careers, these results provide justification for the continued utilization of TBL. Further analysis of the TBL method is warranted with particular attention to longterm outcomes and skill attainment. It is recommended that TBL be implemented in other courses within colleges of agriculture to further examine its utility.

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Perceptions of Critical Thinking, Task Value, Autonomy and Science Lab Self-efficacy: A Longitudinal Examination of Students' CASE Experience

Cited by 6 publications

References 24 publications

Exploring Content, Pedagogy, and Literacy Strategies among Preservice Teachers in CASE Institutes

Exploring Content, Pedagogy, and Literacy Strategies among Preservice Teachers in CASE Institutes

School-based Agricultural Education Teachers’ Experiences During a Year-long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum

An Exploration of Student Collaboration Networks in a Team-Based Capstone Course

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