Determining the Effects of Reflection Type and Cognitive Style on Students' Content Knowledge

The purpose of this exploratory, experimental study was to determine the effects that the type of reflection-in-action and students’ cognitive style had on content knowledge of preservice agriculture teachers (N = 57) at Oklahoma State University. Students’ cognitive style was assessed using Kirton’s Adaptation-Innovation Inventory (KAI). Students were classified as either more adaptive or more innovative. Students were assigned randomly to either a verbal or written reflection-in-action group in the completely randomized 2x2 design. A Lab Aids® classroom kit, based on the principles of biofuels, served as the content for the treatment. The findings of this study indicated that cognitive style and type of reflection-in-action did not affect students’ knowledge scores in an agriscience laboratory positively or negatively. As such, teachers can utilize either type of reflection-in-action without detriment to student learning. As this study was exploratory in nature, it is recommended that it be replicated with a larger sample size to increase generalizability. Additional research should focus on pairing students of similar and opposite cognitive styles to determine how their problem-solving ability and performance on tests is affected.