| Autor: |
Friedel, Curtis R., Irani, Tracy A., Rhoades, Emily B., Fuhrman, Nicholas E., Gallo, Maria |
| Předmět: |
|
| Zdroj: |
Journal of Agricultural Education; 2008, Vol. 49 Issue 4, p25-37, 13p, 2 Diagrams, 4 Charts |
| Abstrakt: |
This study was conducted to examine the statistical relationship between problem solving and critical thinking to guide future teaching and research for agricultural educators using the problem-solving approach. Students enrolled in an undergraduate genetics course in the College of Agricultural and Life Sciences at the University of Florida were prompted to use their critical-thinking skills while answering a problem in the context of biotechnology. Students' critical-thinking skills were assessed through content analysis of a think-aloud protocol. Other cognitive factors assessed included problem-solving style, problem-solving level, and critical-thinking disposition. A path analysis was used to examine how these trait-based variables and use of critical-thinking skills contribute to solving a problem. Of these cognitive factors, only problem-solving level, critical-thinking disposition, and use of critical-thinking skills were included in the revised model. The authors argue that although correlations were significant, they were low and indicated that critical thinking and problem-solving may be more independent than previously thought. Limitations of this study require more research to better understand how these cognitive factors are employed by the learner to solve problems. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
