Agriculture teachers and science teachers who taught in a high school with an agricultural education program were targeted for this study to determine and compare their perceptions of integrating science into agricultural education programs. The data indicate that while both groups have responded positively to the call to integrate science into…

In a survey of Indiana agriscience and business teachers (n=170), one-half reported their students receive science credit for agriscience and business courses; they felt prepared to teach integrated biological sciences; and integration required more preparation time. They needed appropriate equipment and adequate funding to support integration.…

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…