Perceptions of the National Agriscience Teacher Ambasssador Academy Toward Integrating Science Into School-Based Agricultural Education Curriculum

Abstract

The purpose of this study was to determine perceptions of participants in the 2007 National Agriscience Teacher Ambassador Academy (NATAA) toward integrating science into the agricultural education curriculum. NATAA participants felt that students are more motivated to learn, better prepared in science, provided more opportunities to solve problems, and have a deeper understanding of agriculture when science is enhanced in the agriculture curriculum. Time, support, resources, and funding were recognized as barriers to integrating science. Teachers felt that integrating science had an impact on student enrollment as well as stakeholder support for the agriculture program. Teacher preparation programs are a catalyst to helping teachers learn to integrate science into the program. NATAA participants reported using teacher-oriented inquiry strategies between three and four times per week, while using student oriented inquiry a little over once per month.