Aspired Cognitive Level of Instruction, Assessed Cognitive Level of Instruction and Attitude toward Teaching at Higher Cognitive Levels. Summary of Research SR 70.

Autor/inn/en	Whittington, M. Susie; Newcomb, L. H.
Institution	Ohio State Univ., Columbus. Dept. of Agricultural Education.
Titel	Aspired Cognitive Level of Instruction, Assessed Cognitive Level of Instruction and Attitude toward Teaching at Higher Cognitive Levels. Summary of Research SR 70.
Quelle	(1993), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agricultural Education; Cognitive Processes; College Faculty; Critical Thinking; Educational Assessment; Educational Needs; Educational Objectives; Higher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Cognitive process; Kognitiver Prozess; Fakultät; Kritisches Denken; assessment; Bewertungssystem; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Because of recent educational reform efforts aimed at creating more "educated persons" at the college level, a descriptive-correlational study was made to describe the aspired and the assessed cognitive level of instruction and determine the relationship of these variables to attitude toward teaching at higher cognitive levels among selected faculty members in the College of Agriculture at The Ohio State University. Ten of the 213 faculty members were selected to represent a cross-section of the faculty. Assessment was made by a research assistant using criteria established by a panel of experts. Instruments used included a Likert scale, the Florida Taxonomy of Cognitive Behavior, and Bloom's Taxonomy of Educational Objectives. Data were analyzed using the Statistical Package for the Social Sciences. The study found the following: (1) participants primarily aspired for their discourse and testing to be at the remembering and processing levels of cognition; (2) faculty conducted discourse primarily at the processing level of cognition, but tested at the remembering and processing levels; (3) faculty aspired to teach and test at higher cognitive levels than those at which they were assessed; (4) participants held favorable attitudes toward teaching and testing at higher cognitive levels; and (5) assignments tended to be given at higher cognitive levels than teaching or testing. Recommendations for instruction included the following: provide inservice education to faculty members in teaching at higher-order cognitive skill levels; encourage faculty members to talk to each other about teaching; and encourage faculty members to model higher-level cognitive skills in their classes before presenting material on those levels to students. (Contains 11 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC