Abstract
Problems within agriculture, food, and natural resource (AFNR) systems are increasingly complex, expanding the need for students to develop problem-solving abilities alongside an understanding of their own thinking. In this effort, we explored the problem-solving abilities, metacognition, and systems thinking of current AFNR secondary school students. A descriptive correlational study design was employed. Data were collected via an online, Qualtrics survey. Student responses on the metacognition, systems thinking, and problem-solving ability survey items suggested opportunities for increased focus on these areas throughout their educational experience. In addition, statistically significant relationships between metacognition and systems thinking and systems thinking and problem-solving ability reinforced the importance of these topics within AFNR Education. Recommendations emerging from this work include additional emphasis on metacognition, systems thinking, and problem-solving skills within secondary school AFNR classrooms; utilization of specific strategies to increase systems thinking; operationalizing specific strategies to increase metacognitive knowledge and metacognitive regulation; along with a cross-cutting recommendation for teachers to make their thinking more explicit during instruction to increase metacognition, systems thinking, and problem-solving skills among learners.
Highlights
Introduction and Problem StatementThe students of today need to be prepared to solve the problems of tomorrow
Necessity, for problem solving within AFNR systems, AFNR Education must expand current knowledge related to problem solving ability (National Academies of Science, Engineering, & Medicine, 2018; Sterling, 2001)
The current study explores the problem-solving abilities of current AFNR secondary school students alongside two elements of transformed learning environments, metacognition and systems thinking
Summary
The students of today need to be prepared to solve the problems of tomorrow. In agriculture, food, and natural resources (AFNR), the problems of tomorrow (e.g., impacts of climate change, water quality, soil degradation) are increasingly complex due to the vast network of changing systems which impact, and are impacted by, AFNR (Fischer, Shah, Tubiello, & van Velhuizen, 2005). Necessity, for problem solving within AFNR systems, AFNR Education must expand current knowledge related to problem solving ability (National Academies of Science, Engineering, & Medicine, 2018; Sterling, 2001) In this effort, the current study explores the problem-solving abilities of current AFNR secondary school students alongside two elements of transformed learning environments, metacognition (i.e., thinking about thinking) and systems thinking (i.e., understanding the dynamic and complex nature of problems and/or phenomena). The purpose of this exploratory research was to analyze a conceptual model of the relationships between metacognition, systems thinking, and problem-solving ability among school-based agricultural education students To accomplish this purpose, the following research objectives were identified: 1. Analyze a conceptual model of the relationships between metacognition, systems thinking, and problem-solving ability
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