Agricultural education
Masoumeh Taghibaygi; Masoud Baradran; Amirhossein Alibaygi
Abstract
The goal of the present study was to design a model for institutionalizing metacognition in Iran's higher agricultural education system utilizing using three phases of the delphi methodThe research approach was qualitative, applied in terms of purpose, and exploratoryThe research community consisted ...
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The goal of the present study was to design a model for institutionalizing metacognition in Iran's higher agricultural education system utilizing using three phases of the delphi methodThe research approach was qualitative, applied in terms of purpose, and exploratoryThe research community consisted of metacognitive experts, from whom data was collected using the snowball method and chain referral with 13 individuals. A group of professionals also examined and verified the legitimacy of the surveys. The study's findings helped to establish the seven major elements of the agricultural higher education system, as well as the criteria for determining whether or not they were present. To create a model for institutionalizing metacognition in the agricultural higher education system, we must first identify each component and then identify indicators for each criterion (teacher duties with 12). 3 indicators of post-teaching activity, 18 indicators of in-teaching activity, and 3 indicators of pre-teaching activity; learning with 36 indicators of behavioral skills linked to metacognition; educational management and in-service training courses with 6 indicators of faculty empowerment and 4 indicators of attention to metacognition; educational planning with 5 performance criteria curriculum with four indicators of participatory criteria and four indicators of justification criteria; learning environment with five indicators of motivational criteria and four indicators of strategies; techniques of facilitation and interaction; evaluation methodologies using two indicators of participatory and seven indicators oThe desired model, which may be viewed as the foundation for institutionalizing the metacognition theory, was ultimately created using the derived elements, criteria, and indicators.
Agricultural education
muhammadsharif sharifzadeh; Gholamhossein Abdollahzadeh
Abstract
Improving the employability of university graduates entails enhancement of skill training in curriculum development. Skill enrichment to the curriculum development in the agricultural higher education system implicates a systemic approach to understand the relevant requirements. The aim of this research ...
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Improving the employability of university graduates entails enhancement of skill training in curriculum development. Skill enrichment to the curriculum development in the agricultural higher education system implicates a systemic approach to understand the relevant requirements. The aim of this research was to develop a set of strategies and guidelines for the skill enrichment of the curriculum development in the agricultural higher education system. This research was carried out by qualitative approach using the focus group method. The research tool was a semi-structured interview with a group of the stakeholders of skill training in the higher agricultural education system (case of the Gorgan University of Agricultural Sciences and Natural Resources) who were selected by purposive sampling (n=12). In order to collect data in this research, first, by semi-structured interview, the narrative of the research participants was collected. Then, using qualitative content analysis of the narratives, key propositions were extracted, a focus group was formed and a facilitated group interview was conducted to find the components and indicators of the integration of skill training in curriculum development in the agricultural higher education system. According to the research findings, a model including five components was articulated: strategic principles of skill development, educational development measures with a skill training approach in three stages (design, implementation and evaluation), and finally, infrastructure development mechanisms for supporting skill training in the higher agricultural education system. As key implication of this research, reaching entrepreneurial learning as value add of university skill training requires which skill training, beyond an extracurricular activity, embedded in the process of university curriculum development.
