A survey of 106 agriculture, science, and technology teachers found that 84% had training in integrating science; they believed integration improved understanding of science concepts and applications; and they thought that teacher preparation programs should place student teachers in integrated programs. (SK)

Nearly half of 106 Oregon agricultural science and technology teachers said students received science credit for agriculture classes. They felt prepared to teach science concepts and thought administrator and parent support increased since they integrated science. Lack of funding, equipment, and inservice opportunities are barriers to integrating…

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…

Secondary principals with agriscience/technology programs in their districts (n=76) agreed that integrated curriculum improved students' understanding of science concepts and awareness of science-agriculture connections and helped meet state standards. Teacher training in integration was important. Barriers to integration were lack of equipment,…