Volume 48 - Number 3 - 2007 | DOI: 10.5032/jae.2007.03001
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 the agricultural education curriculum, some differences in attitudes do exist. A majority of the teachers indicated that teacher preparation programs should provide instruction on how to integrate science both at the preservice and inservice levels. More agriculture teachers were in agreement than science teachers that integrating science would help agriculture programs meet state standards and help students meet requirements for state standards. Although a majority of science teachers agreed, a significantly greater number of agriculture teachers agreed that students will be better prepared for standardized testing if they learn science through an agriculture context.