Investigating the Effects of Cognitive Style Diversity on the Hypothesis Generation and Troubleshooting Ability of Undergraduate Students Enrolled in an Introductory Agricultural Mechanics Course at Louisiana State University

Autor/inn/en	Figland, Whitney L.; Blackburn, J. Joey; Stair, Kristin S.; Burnet, Michael F.
Titel	Investigating the Effects of Cognitive Style Diversity on the Hypothesis Generation and Troubleshooting Ability of Undergraduate Students Enrolled in an Introductory Agricultural Mechanics Course at Louisiana State University
Quelle	In: Journal of Agricultural Education, 62 (2021) 1, S.156-169 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Cognitive Style; Diversity; Troubleshooting; Undergraduate Students; Introductory Courses; Agricultural Education; Problem Solving; Hypothesis Testing; Agricultural Machinery; Creativity Tests; Louisiana (Baton Rouge); Kirton Adaption Innovation Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Störfall; Einführungskurs; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Problemlösen; Hypothesenprüfung; Hypothesentest; Machinery; Machines; Technik; Landmaschine; Landwirtschaftliche Technik; Creativity test; Kreativitätstest
Abstract	Problem solving has been regarded as one of the most important cognitive skills in everyday life. The complexity of problem solving in technical areas is a critical component to developing the problem solving abilities of agricultural education students. This study grounded in Kirton's AdaptationInnovation Theory (A-I Theory), sought to identify the effects of cognitive style diversity on the time to solution and hypothesis generation ability of undergraduate students enrolled in an agricultural mechanics course at Louisiana State University during the spring semester of 2018 (n = 17) and spring semester of 2019 (n = 15). Students were divided into three groups based on their Kirton's Adaptation-Innovation Inventory (KAI) scores into three cognitive style diversity groups including (a) homogenous innovative, (b) homogenous adaptive, and (c) heterogenous. Overall, the more heterogeneous cognitive style diversity group was able to solve the problem more quickly as well as being the most successful group to hypothesize correctly, with the homogeneous innovator group being the slowest to reach conclusion. From the results of this study, it is recommended that educators consider cognitive styles when grouping students in undergraduate courses that are heavily laboratory based. (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	2024/1/01