Volume 42 - Number 1 - 2001 | DOI: 10.5032/jae.2001.01050
Secondary principals that had an Agricultural Science and Technology Program in their school were targeted for this study to determine their support for integrating science into Agricultural Education Programs in Oregon. The data indicated that principals have responded positively to the call to integrate science into the agricultural education curriculum. Principals agreed that students were more aware of the connection between science and agriculture, students learn more about agriculture, and science concepts are easier to understand through integration. A majority of the principals agreed that teacher preparation programs should provide instruction on how to integrate science and that student teachers should be placed in programs that integrate science. Principals believed that integrating science in agricultural education would contribute to educational reform by helping students meet state standards. Alignment and integration are key changes principals listed to help programs meet state standards. Meeting state standards and teacher initiative (or interest), inservice training, funding, and opportunities to integrate with a science teacher were the most common reasons listed to integrate science. According to the principals, barriers to integrating science were lack of appropriate equipment, funds, and workshops, while school and community support for agriculture programs will increase by integrating more science.