STEM Knowledge, Learning Disabilities and Experiential Learning: Influences of Sequencing Instruction

Autor/inn/en	Smith, Kasee L.; Rayfield, John
Titel	STEM Knowledge, Learning Disabilities and Experiential Learning: Influences of Sequencing Instruction
Quelle	In: Journal of Agricultural Education, 60 (2019) 2, S.222-236 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	STEM Education; Learning Disabilities; Experiential Learning; Learning Strategies; Teaching Methods; Preferences; Learning Theories; Symptoms (Individual Disorders); Cognitive Style; Scores; Individualized Instruction; Sequential Learning; Affective Behavior; High School Freshmen; Agricultural Education; Student Characteristics + Suchen Sie Ihr Suchwort? STEM; Learning handicap; Lernbehinderung; Experiental learning; Erfahrungsorientiertes Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Psychiatrische Symptomatik; Cognitive styles; Kognitiver Stil; Individualisierender Unterricht; Didaktische Sequenzierung; Lernsequenz; Affective disturbance; Active behaviour; Affektive Störung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung
Abstract	Career and technical education (CTE) courses, including agricultural education courses, are home to a disproportionately large number of students with learning disabilities. Agricultural education has been sought as a potential solution to teaching abstract STEM concepts through experiential learning methods. Abstract concepts are noted in the literature as particularly difficult for students with learning disabilities to grasp. This study was designed to describe the changes in pretest and posttest scores on STEM content tests for students when accounting for their preference for grasping information through experiential learning theory and their learning disability classification. When instruction was sequenced to match student learning preference, change scores for students with learning disabilities were increased. When instruction was opposite student preference, students with learning disabilities had lower change scores than those without a learning disability classification. Results highlight the importance of sequencing instruction for both students with and without learning disabilities. Examining students through experiential learning theory may provide a platform for mitigating the effects of learning disabilities on student achievement. (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	2021/2/06