A Case Study of Undergraduate Students’ Experiences When Problem–Solving During a Teacher Preparation Course

Whitney L. Figland; Richie Roberts; Kristin S. Stair; Michael F. Burnett

doi:10.5032/jae.v66i4.3265

Authors

Whitney L. Figland East Texas A&M University https://orcid.org/0009-0003-8669-2692
Richie Roberts New Mexico State University https://orcid.org/0000-0002-2993-4945
Kristin S. Stair Louisiana State University https://orcid.org/0009-0006-3004-1120
Michael F. Burnett Louisiana State University

DOI:

https://doi.org/10.5032/jae.v66i4.3265

Keywords:

Agricultural mechanics, Metacognition, Cognition, Teacher preparation, Problem-solving

Abstract

The rapid advancement of technology in the 21st Century has created a demand for individuals who can think critically, solve problems, and work effectively as part of a team when entering the global workforce. However, many students have not been adequately prepared to enter the workforce with these skills. In response, this investigation aimed to examine the experiences of undergraduate students in agricultural education when engaging in a real-world troubleshooting experience. The results from the analysis revealed three themes: (1) navigating troubleshooting, (2) cognitive supports, and (3) thinking-about-thinking. These themes illuminated critical factors associated with problem-solving, specifically in the context of agricultural mechanics. Further, the findings also highlighted critical aspects related to the problem-solving behavior model, which illustrated the students’ journey through the problem-solving process. Moving forward, we recommend that teacher preparation programs examine students’ cognitive and metacognitive abilities. Finally, teacher educators in agricultural education should integrate the problem-solving behavior model into students’ preservice coursework, allowing them to experience and develop their instructional acumen in ways that can foster their future students’ problem-solving abilities.

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