IT’S IN THE GENES: EXPLORING RELATIONSHIPS BETWEEN CRITICAL THINKING AND PROBLEM SOLVING IN UNDERGRADUATE AGRISCIENCE STUDENTS’ SOLUTIONS TO PROBLEMS IN MENDELIAN GENETICS

Abstract

This study was conducted to examine the statistical relationship between problem solving and critical thinking to guide future teaching and research for agricultural educators using the problem-solving approach. Students enrolled in an undergraduate genetics course in the College of Agricultural and Life Sciences at the University of Florida were prompted to use their criticalthinking skills while answering a problem in the context of biotechnology. Students’ criticalthinking skills were assessed through content analysis of a think-aloud protocol. Other cognitive factors assessed included problem-solving style, problem-solving level, and critical-thinking disposition. A path analysis was used to examine how these trait-based variables and use of critical-thinking skills contribute to solving a problem. Of these cognitive factors, only problem-solving level, critical-thinking disposition, and use of critical-thinking skills were included in the revised model. The authors argue that although correlations were significant, they were low and indicated that critical thinking and problem-solving may be more independent than previously thought. Limitations of this study require more research to better understand how these cognitive factors are employed by the learner to solve problems.