High School Student Reactions to an Interdisciplinary Teaching Method in Agricultural Education

Autor/inn/en	Roberts, Grady; Hilliard, Cacee; Calixte, Christelle
Titel	High School Student Reactions to an Interdisciplinary Teaching Method in Agricultural Education
Quelle	In: Journal of Research in Technical Careers, 2 (2018) 2, S.52-60 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2118
Schlagwörter	High School Students; Student Attitudes; Student Reaction; Interdisciplinary Approach; Teaching Methods; Agricultural Education; Critical Thinking; Student Characteristics; Outcomes of Education + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Schülerkritik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Kritisches Denken; Lernleistung; Schulerfolg
Abstract	Tomorrow's agricultural workforce will face challenges in the form of complex problems that transcend disciplinary boundaries, including food security. Addressing these complex issues requires professionals to work within and across disciplines in ways that may not have been required in previous generations. Teaching using an interdisciplinary approach may be one approach to helping students develop the skills needed to address these problems. The purpose of this study was to explore student reactions to being taught with an interdisciplinary teaching method in a secondary agricultural education context. Overall, students reacted favorably to this interdisciplinary teaching approach. Several student characteristics contributed to their reactions. Multiple aspects of the facilitation process also impacted student reactions, as did specific features of the interdisciplinary approach. The interdisciplinary teaching approach produced several learning outcomes beyond the technical concepts, including gaining new perspectives and critical thinking. Recommendations for teachers and recommendations for additional research are provided. (As Provided).
Anmerkungen	UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01