Pedagogical Innovation Through Advocacy: Understanding the Complexity of Constructive Learning in Veterinary Education

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Enhancing Students' Experiences and Skills in Problem-Based and Project-Based Learning (Table 12)

Abstract

This study integrates constructionist and constructivist learning theories within an Unwanted Horse Project for animal science students, investigating their experiences as they navigate complex ethical, economic, and welfare issues, communicating their insights via letters to policymakers. By utilizing design-based research and learning experience network analysis, we reveal patterns in student struggles, strengths, and theory alignment. Findings highlight the importance of developing critical thinking skills, locating relevant information sources, and acknowledging the authenticity of the assignment. The identified patterns guided data-informed design moves for future iterations. This approach demonstrates an approach to continuous improvement in pedagogy, fostering powerful, meaningful learning experiences that align closely with theoretical principles.

Authors

• Roshni Thakuri, AIER

• Kelli M. Adam, Texas A&M University

• Mahjabin Chowdhury, Texas A&M University

• Kristin P Chaney, Texas A&M University

• Jonan Phillip Donaldson, University of Alabama - Birmingham