ERIC Number: EJ1249827
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-0541
EISSN: N/A
Secondary Students' Perceptions of Inquiry-Based Learning in the Agriculture Classroom
Baldock, Kalynn; Murphrey, Theresa Pesl
Journal of Agricultural Education, v61 n1 p235-246 2020
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.
Descriptors: Inquiry, Teaching Methods, Agricultural Education, Secondary School Students, Student Attitudes, Experiential Learning, Instructional Effectiveness, Thinking Skills, Critical Thinking, Technology Uses in Education
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Mexico
Grant or Contract Numbers: N/A