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Teacher Education and Professional Development
University of Arkansas, Fayetteville
Discovery, The Student Journal of Dale Bumpers College of Agricultural, Food and Life Sciences
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Encouraging Teacher Change Within The Realities Of School-Based Agricultural Education: Lessons From Teachers’ Initial Use Of Socioscientific Issues-Based Instruction, Amie Wilcox, Catherine W. Shoulders, Brian E. Myers
Encouraging Teacher Change Within The Realities Of School-Based Agricultural Education: Lessons From Teachers’ Initial Use Of Socioscientific Issues-Based Instruction, Amie Wilcox, Catherine W. Shoulders, Brian E. Myers
Discovery, The Student Journal of Dale Bumpers College of Agricultural, Food and Life Sciences
Calls for increased interdisciplinary education have led to the development of numerous teaching techniques designed to help teachers provide meaningful experiences for their students. However, methods of guiding teachers in the successful adoption of innovative teaching approaches are not firmly set. This qualitative study sought to better understand how school-based agricultural education teachers decide to adopt or discontinue a teaching innovation when introduced through ready-made lesson plans, which is currently a common practice of teaching method integration in school-based agricultural education (SBAE). Constant comparative analysis unveiled themes within the reactions to the teaching method’s use, as well as how teacher …
Effects Of Thinking-Aloud Pair Problem Solving On The Troubleshooting Performance Of Undergraduate Students In A Power Technology Course, Michael L. Pate, George W. Wardlow, Donald M. Johnson
Effects Of Thinking-Aloud Pair Problem Solving On The Troubleshooting Performance Of Undergraduate Students In A Power Technology Course, Michael L. Pate, George W. Wardlow, Donald M. Johnson
Discovery, The Student Journal of Dale Bumpers College of Agricultural, Food and Life Sciences
A randomized post-test-only experimental design with a counter-balanced internal replication was used to determine the effects of thinking-aloud pair problem solving (TAPPS) on the troubleshooting performance of college students in a power technology course. The experimental results were stable across two troubleshooting tasks. Students who participated in the pair problem solving groups were significantly more successful (p ≤ .05) at troubleshooting engine faults than were students in the control groups. Among students who successfully completed the troubleshooting tasks across both groups, there were no significant differences in time required for completion. These findings indicate that the use of pair problem …