Secondary Students' Perceptions of Inquiry-Based Learning in the Agriculture Classroom

Autor/inn/en	Baldock, Kalynn; Murphrey, Theresa Pesl
Titel	Secondary Students' Perceptions of Inquiry-Based Learning in the Agriculture Classroom
Quelle	In: Journal of Agricultural Education, 61 (2020) 1, S.235-246 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Inquiry; Teaching Methods; Agricultural Education; Secondary School Students; Student Attitudes; Experiential Learning; Instructional Effectiveness; Thinking Skills; Critical Thinking; Technology Uses in Education; New Mexico + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Sekundarschüler; Schülerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Unterrichtserfolg; Denkfähigkeit; Kritisches Denken; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Inquiry-based learning supports constructivism theory and has been used by both Comenius (1592-1670) and Dewey (1859-1952) in early educational settings. Incorporating inquiry-based instruction into the agriculture classroom, while beneficial, brings with it challenges for teachers and learners. Numerous studies have been conducted to examine teachers' perceptions of inquiry-based instruction and its benefits. However, limited research has investigated agriculture students' perceptions about inquiry-based learning on their educational growth. The purpose of this study was to explore the perceptions of secondary students transitioning to and using inquiry-based instruction in their agriculture classes. A phenomenological approach was employed to examine the lived experiences of secondary agriculture students' who had utilized inquiry-based instruction. The phenomenon under investigation was inquiry-based instruction. We conducted qualitative interviews with a convenience sample of 24 secondary agriculture students to explore their perceptions of the inquiry approach. Findings revealed students describe inquiry as "hands on," a method requiring they work by themselves, and activities involving questions. Students indicated a preference for inquiry-based learning opportunities and expressed awareness of the potential for inquiry-based learning opportunities to improve their critical thinking skills. Documentation of secondary students' perceptions about inquiry-based learning opportunities provide instructors insight to guide instruction within the agriculture classroom. (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