Effects of the Order of Abstraction and Type of Reflection on Content Knowledge when Teaching Experientially in a High School Classroom

Abstract

In classrooms today, teachers continue to strive to enhance student knowledge and application by designing learning environments which create experiences for students to interact collaboratively, solve problems, think critically, and learn by doing. Research has indicated that teacher knowledge of the experiential learning cycle has become increasingly important to assess what was learned. This exploratory study sought to determine the effect of reflection-in and reflection-on-action regarding content knowledge, the effect the order of abstraction had on content knowledge, and if any interaction existed between type of reflection and order of abstraction on content knowledge scores of secondary agriscience students. Utilizing a 2 x 2 randomized experimental design, research was conducted in a secondary agriscience classroom. How order of abstraction and type of reflection were implemented were found to be significant in the development of discussion skills. Agriscience teachers should be made aware of the benefits on student learning outcomes when effective concrete experiences are designed for their students to engage, reflect, conceptualize, and experiment.