Volume 41 - Number 4 - 2000 | DOI: 10.5032/jae.2000.04051



Since the 1988 publication of Understanding Agriculture: New Directions for Education by the National Research Council, agricultural educators have experienced increased pressure to incorporate more science-based instruction. Recent research has examined where and how integration is occurring (Conroy, 2000; Johnson, 1996; Thompson, 1998). This qualitative study looks at the perceptions of agricultural educators and others regarding this shift in focus of instruction, and what implications exist for teacher education programs as a result of the shift. Results show unanimous support for more sciencebased instruction, but little agreement on how much, or how best, to  integrate. Concerns also exist as to methodologies employed for science-based instruction in the agricultural classroom, and how those concerns can be met by changes in teacher education programs.

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