ATTITUDES OF ILLINOIS HIGH SCHOOL SCIENCE TEACHERS TOWARD EDUCATIONAL PROGRAMS IN AGRICULTURE

Abstract

The primary purpose of this study was to determine the attitudes of Illinois high school science teachers toward high school educational programs in agriculture. Results of the study indicated approximately one-half of the science teachers reported some collaboration with agriculture teachers. The greatest collaboration occurred in the areas of sharing laboratory and teaching materials and discussing teaching strategies and course content. Science teachers felt that (I) high school agriculture courses are beneficial for h&her achieving students; (2) stronger ties should be made between agriculture and science curricula; (3) agriculture programs should become more science based; (4) applied agricultural science courses make scientific principles more meaningful; and (5) selected agriculture courses are appropriate for lab science credit. Attitudes toward educational programs in agriculture were significantly higher if teachers were (I) familiar with the applied agricultural science courses, (2) wanted to learn more about agriculture, and (3) lived on a farm. No significant relationships were found between science teaching area and attitudes toward agriculture or educational programs in agriculture. Recommendations included directing efforts/programs toward science teachers to inform and build a more positive image of high school agriculture programs, identification of effective strategies for collaboration, and implementation.