Teachers' Perceptions Regarding Experiential Learning Attributes in Agricultural Laboratories

Autor/inn/en	Shoulders, Catherine W.; Blythe, Jessica M.; Myers, Brian E.
Titel	Teachers' Perceptions Regarding Experiential Learning Attributes in Agricultural Laboratories
Quelle	In: Journal of Agricultural Education, 54 (2013) 2, S.159-173 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Teacher Attitudes; Experiential Learning; Learning Motivation; Teaching Methods; Student Attitudes; Student Behavior; Learning Experience; Agricultural Education; Laboratories; Prior Learning; Ownership; Family Involvement; Teacher Education; Secondary School Teachers; Teacher Characteristics; Statistical Analysis; Likert Scales; Online Surveys; Teacher Surveys + Suchen Sie Ihr Suchwort? Lehrerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Student behaviour; Lernerfahrung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Laboratory; Laboratorium; Vorkenntnisse; Eigentum; Lehrerausbildung; Lehrerbildung; Statistische Analyse; Likert-Skala
Abstract	In laboratory settings, research has found a mismatch between teachers' practices and the likelihood they have to influence students' perceptions and behaviors in laboratory work. Various attributes of experiential learning can enhance learning experiences, yet many have not been subject to exploration in agricultural education. This nonexperimental, descriptive study sought to investigate how teachers' perceptions of the attributes which can make up experiential learning activities and how their ability to address these attributes might be associated with the different learning environments found in agricultural laboratories. Results indicated teachers found student ownership and the types of motivation students respond to as most important attributes, while duration of the activity and background knowledge of the students were found to be least important. Further, teachers reported the actions required during an activity and types of motivation were most frequently able to be addressed, while use of senses and family involvement were least frequently able to be addressed. These results, along with those associating specific laboratory settings with teachers' ability to address various experiential learning attributes, hold implications for teacher training related to the use of experiential learning within laboratory settings. (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