The dilemma of student downshifting: Pedagogical practices which influence downshifting in high school agricultural science programs
Abstract
The current public education system is saturated with practices perceived as threatening by the student population. This perceived threat can stimulate biological processes which inhibit higher cognition and initiate such behavior as student disengagement and in extreme situations a flight or fight response. Building upon Paul MacLean's triune-brain theory, Leslie Hart defines this phenomenon as "downshifting", a stress induced response resulting in a biological exchange between the neocortex, the limbic system and R-complex in the student's brain. The purpose of this study was to identify components of classroom structure which influence student "downshifting" in a secondary agricultural classroom setting. Utilizing heuristic inquiry, focusing on both the researcher's and participants' experiences; seven secondary high school agricultural students and one veteran teacher were observed for one academic semester. The teacher and students were informally interviewed throughout the semester and semi-formally interviewed at the beginning and ending of the semester. Additionally, students were videotaped during their speech presentations to illustrate downshifting behavior. Furthermore, a research journal was kept for both observational and personal reflection. Results indicate that all participants had experienced various levels of downshifting from classroom/school structure, social influence, and pedagogical practice. Additionally, behavioral responses differed according to gender, previous experience and perceived social hierarchy.
Degree
Ph.D.
Advisors
Balschweid, Purdue University.
Subject Area
Agriculture|Agricultural education|Secondary education
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