PERCEPTIONS OF SCIENCE TEACHERS REGARDING THE INTEGRATION OF SCIENCE INTO THE AGRICULTURAL EDUCATION CURRICULUM

Abstract

Science teachers who taught in a high school with an Agricultural Science and Technology Program were the focus of this study to determine their support for integrating science into Agricultural Education Programs. Results indicated that science teachers have responded positively to the call to integrate science into the agricultural education curriculum. The participants agreed that agriculture is an applied science and students are more aware of the science connections and learn more through an integrated curriculum in agriculture. A majority of the science teachers agreed that teacher preparation programs should provide instruction on how to integrate science, and student teachers should be placed in programs that promote integration. Science teachers believed that integrating science in agricultural education would contribute to educational reform by helping students meet state standards. According to the science teachers, barriers to integrating science included lack of equipment, funds, workshops, and the science teachers’ lack of an agriculture background. The respondents agreed the science and agriculture programs have something to offer each other and would benefit students. However, one third of the teachers indicated a neutral response and one third disagreed that the science and agriculture departments worked together in a collaborative effort in their school.