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Critical Thinking Dispositions of Undergraduate Agriculture Majors: Contributions of Pre-Collegiate Complete Programs of Agricultural Education

机译：农业本科专业的批判性思维倾向：大学前农业教育完整课程的贡献

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摘要

The purpose of this research was to describe the current critical thinking dispositions of novice undergraduate agricultural majors, to describe students experiences in complete programs of secondary agricultural education, to describe student's demographic data and to explore the relationships between critical thinking dispositions and student achievement, agricultural education experiences and demographic data. Voluntary participants in the study included 236 students enrolled in freshman agriculture courses at three universities and colleges in the Middle Tennessee region. To identify Critical Thinking dispositions researchers utilized the University of Florida Critical Thinking Instrumentation Manual EMI (Engagement, Maturity, and Innovativeness) Assessment. The researchers also developed a questionnaire to assess the level of student involvement in complete programs of secondary agricultural education as defined by the Tennessee Department of Education including agriculture coursework, Supervised Agricultural Experience (SAE), and Future Farmers of America (FFA). The dependent variable is critical thinking disposition and the independent variables are of collegiate agriculture student achievement, agricultural education experiences, GPA, and selected student demographics. This research yielded two major findings, that all of the college students were on an equal footing for critical thinking dispositions and that backward Multiple Regression a combination of of EMI Total (Engagement, Cognitive Maturity, Innovativeness) and Number of High School Ag Courses, Number of Years in FFA, FFA Involvement, CDE Involvement, Years in SAE, SAE Involvement, SAE Recognition, High School and College GPA, Gender, and Rural or Urban yielded the best model predicting critical thinking dispositions. The recommendation of highest importance due to this research is that students must be engaged for critical thinking to be effective.
机译：这项研究的目的是描述农业新手本科生当前的批判性思维倾向，描述学生在完成中等农业教育课程中的经历，描述学生的人口统计数据以及探讨批判性思维倾向与学生成就，农业之间的关系。教育经历和人口统计数据。该研究的自愿参与者包括在田纳西州中部地区的三所大学和大学攻读新生农业课程的236名学生。为了确定批判性思维倾向，研究人员使用了佛罗里达大学的批判性思维工具手册EMI（参与度，成熟度和创新性）评估。研究人员还开发了一份问卷，以评估学生对完整的中学农业教育计划的参与程度，该计划由田纳西州教育部定义，包括农业课程，监督农业经验（SAE）和美国未来农民（FFA）。因变量是批判性思维倾向，自变量是大学农业专业学生的学业成绩，农业教育经历，GPA和特定学生的人口统计学信息。这项研究得出了两个主要发现，即所有大学生在批判性思维倾向上处于同等地位，向后多元回归综合了EMI总数（参与度，认知成熟度，创新性）和高中Ag课程的数量，数量在FFA中的年数，FFA的参与度，CDE的参与度，SAE的年数，SAE的参与度，SAE的认可度，高中和大学的GPA，性别以及农村或城市，产生了预测批判性思维倾向的最佳模型。由于这项研究，最重要的建议是学生必须参与才能使批判性思维有效。

著录项

  • 作者

    Fite, John.;

  • 作者单位

    Tennessee State University.;

  • 授予单位 Tennessee State University.;
  • 学科 Agricultural education.
  • 学位 M.S.
  • 年度 2017
  • 页码 75 p.
  • 总页数 75
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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