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ERIC Number: ED429169
Record Type: Non-Journal
Publication Date: 1998-Dec-9
Pages: 14
Abstractor: N/A
Reference Count: N/A
Agriculture Teachers' Perceptions of Integrating Science in Oregon Agricultural Science and Technology Programs.
Thompson, Gregory W.; Balschweid, Mark A.
Oregon agricultural sciences and technology (AST) teachers' perceptions of the impact of integrating science into agricultural education programs were examined. Questionnaires were mailed to all 111 Oregon AST teachers employed during the fall 1997 semester. Usable replies were received from 106 teachers (response rate, 95.5%). Respondents were asked to respond (based on a 5-point Likert scale) to 42 statements regarding integrating science into agricultural education. The AST teachers generally supported the following statements: integrating science assists students in better understanding science concepts and their application to agriculture; AST teachers need more preparation time before they can integrate science concepts; administrators should schedule planning time to prepare AST teachers to integrate science into their programs; the most significant barriers to integrating science into agricultural education are equipment and funding; undergraduates in teacher preparation programs do not necessarily need more science courses, but they do need more instruction in how to integrate science; practicing AST teachers need more inservice training in integrating science into the AST curriculum; and integrating science into the AST curriculum is an important component in helping students meet the standards involved in Oregon's Certificate of Initial Mastery and Certificate of Advanced Mastery. (Contains 19 references and 7 tables.) (MN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon