Volume 36 - Number 3 - 1995 | DOI: 10.5032/jae.1995.03057

 

Abstract:

Over the past several years, poor science test results have increased the demand for improved science education for American students. New and innovative methods of presenting scientific materials are needed to improve student achievement and enthusiasm for learning science. One solution to this dilemma has been to increase students' interest in science by using agricultural and natural resources concepts to teach science. This teaching method incorporated agricultural concepts of plant science, animal science and natural resources into the curricula to more effectively teach general science concepts and improve students' interest in the subject. This research sought to determine if students who enrolled in agriscience and natural resources comprehend science principles on an equal level as students who did not enroll in agriscience and natural resources. A standardized science test, High School Subject Test-Biology, was used to measure students' science knowledge. The results showed that there was no difference in the science test scores of students who had and had not enrolled in agriscience and natural resources. The variables that explained the most variance in science test scores were the number of science credits completed and the students' overall grade point average.

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