Undergraduate Research in Agriculture: Constructivism and the Scholarship of Discovery

Splan, Rebecca K.; Porr, C. A. Shea; Broyles, Thomas W.

doi:10.5032/jae.2011.04056

Cited by 18 publications

(13 citation statements)

References 29 publications

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“…No significance differences were found for the team dimension, probably because of the students' awareness that they needed to work as a team, meaning they quickly learned how to contribute to be successful in a team‐based environment. A flipped classroom structure allowed instructors and students time during class to focus on activities that cultivate creativity, critical thinking, discovery‐based problem solving, and skills in communication (Chirinian, ; Loyens, Rikers, & Schmidt, ; Splan, Shea, & Broyles, ). In our results, the flipped classroom showed higher scores regarding interacting with team members, keeping the team on track, and expecting quality, all three constructs explained by the increased time provided in this setting for team development and activities.…”

Section: Discussionmentioning

confidence: 99%

Comparison of student team dynamics between nonflipped and flipped versions of a large‐enrollment sophomore design engineering course

Baughman

Hassall

2019

J of Engineering Edu

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Background: This study examined the differences between team dynamics in nonflipped and flipped versions of a multisection team-and project-based sophomore engineering design course. Purpose/Hypothesis: We hypothesized that team dynamics in nonflipped and flipped course settings may reveal differences in student perceptions of team conflict, peer assessment, and team member satisfaction as well as possible relationships among these three variables. Design/Method: Students in both nonflipped and flipped settings completed a web-based Comprehensive Assessment of Team Member Effectiveness (CATME) SMARTER Teamwork survey. A series of ANCOVAs and path analyses were conducted to gain insights into team dynamics in both course environments. Results: Although no significant differences in team conflict were found, significantly higher levels of team member satisfaction and peer assessment rates were detected in the flipped course. The path analysis revealed relationships among team conflict, team member satisfaction, and peer assessment in both course versions. Differences in relationships among the unidimensional levels of team conflict and the other two variables were found between the nonflipped and flipped versions. Conclusions: The primary pedagogical implication of this research points to the affordance of the flipped course setting in providing sufficient time for student members to become cohesive teams. As part of the student experience, engineering educators are encouraged to allow time for team formation and development in addition to content learning. Instructors should provide guidance that helps teams and individuals understand themselves and others as well as create workflows to support their learning and team management. K E Y W O R D S flipped classroom, peer assessment, team-based learning, team dynamics, team member satisfaction

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Section: Discussionmentioning

confidence: 99%

Comparison of student team dynamics between nonflipped and flipped versions of a large‐enrollment sophomore design engineering course

Baughman

Hassall

2019

J of Engineering Edu

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“…First, the learner constructs meaning based on personal experience, supported by Amory and Seagram (2003), and second, the learners confirm ideas collaboratively within a community of learners, supported by Chau et al (2013). Hence, constructivism is guided by two core pedagogical principles, the first suggests that the learning should be authentic, active and student-centred (Splan et al, 2011). Video games, by nature, require active player participation.…”

Section: Connecting Participatory Approaches To Drr and Constructivismmentioning

confidence: 99%

On the use of participatory methodologies for video game research: Exploring disaster risk reduction in video games

Gampell

Gaillard

Parsons

2019

Methodological Innovations

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Video game scholars examining the shortcomings of previous video game research reference the need for new and innovative methodologies. Existing video game research seemingly inhibits organic learning experiences by setting specific research targets or providing players with gameplay instructions, hence utilising methodological approaches that study the learning process from the outside. With the increasing popularity of both serious and mainstream disaster video games, a necessity exists for innovative research to explore how video games can be used as learning tools. Based upon the researchers’ own enquiry, this article demonstrates the potential use, benefits and challenges of participatory methodologies for the conduct of video game research. This article pushes back upon traditional video game research methods, reviewing the methodological approaches of existing video game literature and demonstrates how participatory methodologies are currently being used for disaster video game research. An examination of participatory methodologies, being used in disaster video game research, reviews the strengths and challenges of each research approach. Rationalising the potential of participatory methodologies, in the context of constructivist learning theory and active participation, to foster the learning process and explore learning from the inside. As such this article provides an innovative methodological framework, which can be used as a template when considering future video game research.

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“…There is no multifaceted conception of 'blood curriculum' in university databases. The inter-connections of cutting and curriculum yield articles on the reduction of legislated curriculum content (Hirsh, 2012;Wattenberg, 2014) and the conception of 'cross-cutting' as discipline integration (Bear , et al, 2013;Splan, Porr, Broyles, 2011). Yet blood is an affective flow that touches our lives and spills from the academy.…”

Section: A Curriculum Of Collaborative Writingmentioning

confidence: 99%

The invisible hand: designing curriculum in the afterward

McKnight

Rousell

Charteris

et al. 2017

International Journal of Qualitative Studies in Education

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is a lecturer in the school of Education at Deakin University. She has a BA in Fine Arts, an MA in Media, Culture and Communication, and a PhD in Education. Her research interests are in the transdisciplinary studies of curriculum design and creative research methodologies. She is also a qualified teacher of Creative Writing and award-winning writer and playwright. David Rousell is a doctoral candidate in the School of Education at Southern Cross University. David's transdisciplinary doctoral project collectively re-imagines university learning environments in response to the changing social and ecological conditions of the Anthropocene. David is also Research Fellow in the School of Education, working on the threeyear Climate Change and Me project with children and young people as co-researchers.

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Undergraduate Research in Agriculture: Constructivism and the Scholarship of Discovery

Cited by 18 publications

References 29 publications

Comparison of student team dynamics between nonflipped and flipped versions of a large‐enrollment sophomore design engineering course

Comparison of student team dynamics between nonflipped and flipped versions of a large‐enrollment sophomore design engineering course

On the use of participatory methodologies for video game research: Exploring disaster risk reduction in video games

The invisible hand: designing curriculum in the afterward

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