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ERIC Number: EJ1163538
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1042-0541
Exploring Elementary Students' Scientific Knowledge of Agriculture Using Evidence-Centered Design
Brandt, Molly; Forbes, Cory; Keshwani, Jenny
Journal of Agricultural Education, v58 n3 p134-149 2017
The public is more disconnected from agriculture than ever. Americans are now two to four generations removed from the farm with a majority of Americans having no direct experience in agriculture. As a result, the public lacks the knowledge and appreciation of the food, fuel, and fiber it demands. The National Agricultural Learning Objectives (NALOs) were recently developed to describe students' agricultural knowledge but have, as yet, not been used to guide research into students' agricultural literacy. The purpose of this project is to further understand students' agricultural literacy through NALO-based assessment of students' knowledge. This study focused on the NALOs in the areas of agriculture and the environment (AgE) and the STEM dimensions of agriculture (STEM) using a sequential exploratory mixed methods design. Thirty-five students participated in semi-structured interviews surrounding the NALOs. Interview data were coded and analyzed while using the evidence-centered design process to create empirically grounded assessments that were administered to a sample (n = 400) of elementary students. Results suggest that students are more knowledgeable about the STEM dimensions of agriculture than the agricultural and environmental topics. Recommendations are provided to guide future research and development around the NALOs.
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska
Grant or Contract Numbers: N/A