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

Autor/inn/en	Velez, Jonathan J.; Lambert, Misty D.; Elliott, Kristopher M.
Titel	Perceptions of Critical Thinking, Task Value, Autonomy and Science Lab Self-Efficacy: A Longitudinal Examination of Students' CASE Experience
Quelle	In: Journal of Agricultural Education, 56 (2015) 2, S.204-216 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Critical Thinking; Gender Differences; English Language Learners; Nonprofit Organizations; Correlation; Student Characteristics; Personal Autonomy; Self Efficacy; Student Attitudes; Science Laboratories; Science Education; Agricultural Education; STEM Education; Integrated Curriculum; Curriculum Development; Learning Strategies; Questionnaires; Statistical Analysis; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Kritisches Denken; Geschlechterkonflikt; Nonprofit-Organisation; Korrelation; Individuelle Autonomie; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Naturwissenschaftliche Bildung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; STEM; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Statistische Analyse
Abstract	The purpose of this study was to begin examining the impact of the Curriculum for Agricultural Science Education (CASE). Under development since 2008, the curriculum is intended to integrate core academics and Science, Technology, Engineering, and Math (STEM) into agricultural education programs. This longitudinal descriptive correlational study (N = 173) sought to examine the perceptions of students enrolled in a CASE course specific to the constructs of critical thinking, task value, autonomy, and science lab self-efficacy. Results revealed no differences in construct means between points of assessment. Correlation of the constructs of interest with student characteristics revealed small correlations between gender, English Language Learner status, and activity in the FFA with task value, autonomy, and science lab self-efficacy. Conclusions and recommendations are discussed in light of both the findings and the exploratory nature of this study. (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