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ERIC Number: ED415387
Record Type: Non-Journal
Publication Date: 1997-Dec
Pages: 13
Abstractor: N/A
Reference Count: N/A
Implications of Integrating Science in Secondary Agricultural Education Programs.
Thompson, Gregory W.; Schumacher, Leon G.
Agriscience teachers' perceptions of the impact of integrating science on their agricultural education program were examined through a survey of all 253 state, regional, and national winners of the National Future Farmers of America AgriScience Teacher of the Year Award Program in 1988-1995. The survey contained 38 Likert-type statements. Usable responses were received from 131 (71.98%) of the teachers. The study population generally believed the following: (1) integrating science improves students' understanding of science concepts and their application to agriculture; (2) agriscience teachers need more preparation time before they can emphasize integrated science concepts, and they are better prepared to integrate biological science concepts than physical science concepts; (3) undergraduates will be better prepared to teach if they receive instruction in how to integrate science and if their student teaching experience is with a cooperating teacher who integrates science; and (4) enrollment of high-quality students in agricultural education will likely increase as agriscience teachers integrate more science into agriculture programs. Recommendations called for more inservice and preservice training in integrating science into the agricultural education curriculum and scheduling more planning time for teachers attempting to integrate science into their agriculture curricula. (Contains 30 references.) (MN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A