An Investigation of Factors That Influence the Hypothesis Generation Ability of Students in School- Based Agricultural Education Programs When Troubleshooting Small Gasoline Engines

Autor/inn/en	Blackburn, J. Joey; Robinson, J. Shane
Titel	An Investigation of Factors That Influence the Hypothesis Generation Ability of Students in School- Based Agricultural Education Programs When Troubleshooting Small Gasoline Engines
Quelle	In: Journal of Agricultural Education, 58 (2017) 2, S.50-66 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Agricultural Engineering; Agricultural Machinery; Power Technology; Troubleshooting; Hypothesis Testing; Cognitive Style; Age Differences; Grade Point Average; Knowledge Level; Problem Solving; Questionnaires; College Students; Predictor Variables; Cognitive Ability; Regression (Statistics); Workshops; Criterion Referenced Tests; Statistical Analysis; Goodness of Fit; Oklahoma + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Agrarindustrie; Agronomie; Agrarwissenschaft; Machinery; Machines; Technik; Landmaschine; Landwirtschaftliche Technik; Antriebstechnik; Störfall; Hypothesenprüfung; Hypothesentest; Cognitive styles; Kognitiver Stil; Age; Difference; Age difference; Altersunterschied; Wissensbasis; Problemlösen; Fragebogen; Collegestudent; Prädiktor; Denkfähigkeit; Regression; Regressionsanalyse; Lernwerkstatt; Schulung; Statistische Analyse
Abstract	The purpose of this study was to determine if selected factors influenced the ability of students in school-based agricultural education programs to generate a correct hypothesis when troubleshooting small gasoline engines. Variables of interest included students' cognitive style, age, GPA, and content knowledge in small gasoline engines. Kirton's Adaption-Innovation Inventory was employed to assess cognitive style and a researcher developed criterion-referenced test was utilized to determine small gasoline content knowledge. Students were assigned randomly, by cognitive style, to generate a hypothesis for either a simple or complex small gasoline engine problem. A similar number of students were able to correctly hypothesize the fault in their assigned engine regardless of cognitive style. However, differences were noted between the more adaptive and more innovative students. A binary logistic regression revealed that as cognitive style score increased, the odds of generating a correct hypothesis decreased. Additionally, older students were more likely to generate an incorrect hypothesis. Teachers should encourage students to hypothesize when engaged in problem solving activities, but should be aware of individual differences such as cognitive style. (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