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

Autor/inn/en	Blackburn, J. Joey; Robinson, J. Shane
Titel	Determining the Effects of Cognitive Style, Problem Complexity, and Hypothesis Generation on the Problem Solving Ability of School-Based Agricultural Education Students
Quelle	In: Journal of Agricultural Education, 57 (2016) 2, S.46-59 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Cognitive Style; Statistical Analysis; Problem Solving; Correlation; Agricultural Education; Innovation; Metacognition; Engines; Fuels; Creativity Tests; Agricultural Machinery; Workshops; Faculty Development; Undergraduate Students; Oklahoma; Kirton Adaption Innovation Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Statistische Analyse; Problemlösen; Korrelation; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Maschine; Treibstoff; Creativity test; Kreativitätstest; Machinery; Machines; Technik; Landmaschine; Landwirtschaftliche Technik; Lernwerkstatt; Schulung
Abstract	The purpose of this experimental study was to assess the effects of cognitive style, problem complexity, and hypothesis generation on the problem solving ability of school-based agricultural education students. Problem solving ability was defined as time to solution. Kirton's Adaption-Innovation Inventory was employed to assess students' cognitive style as either "more adaptive" or "more innovative." Students were assigned randomly, by cognitive style, to solve either a simple or complex problem in small gasoline engines. A three-way independent analysis of variance revealed that a statistically significant interaction effect between the independent variables did not exist. Additionally, the two-way interactions between cognitive style and problem complexity, and cognitive style and hypothesis generation were not statistically significant. A statistically significant interaction effect did exist, however, between problem complexity and hypothesis generation. A simple main effects test revealed the students who hypothesized their problem correctly were the most efficient at solving the problem. Future research should require students who generate an initial incorrect hypothesis to re-hypothesize prior to attempting to solve the problem. Educators should encourage students to engage in metacognitive activities, such as hypothesizing, prior to engaging in problem solving activities. (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	2020/1/01