SCIENCE CREDIT FOR AGRICULTURE: PERCEIVED SUPPORT, PREFERRED IMPLEMENTATION METHODS AND TEACHER SCIENCE COURSE WORK

Abstract

Arkansas agriculture teachers (N=259) were surveyed to obtain information needed by a planning committee studying the issue of science credit for agriculture. Objectives were to determine: ( a) the level of support for granting science credit for agriculture; (b) teachers' support for methods of granting science credit for agriculture for agriculture; (c) teachers' support for methods of certifying teachers to offer science credit; (d) the extent to which science objectives were being taught in agriculture; and, (e) teachers' undergraduate preparation in science. A majority (88.8%) of respondents supported granting science credit for agriculture. The respondents also perceived that parents (87.4%), administrators (76%), guidance counselors (75%) and science teachers {64.5%) in their school districts would support granting science credit for agriculture. The largest percentage of teachers (65. 6%) supported granting science credit for a limited number of existing agriculture courses, with changes made to enhance the science content of the courses. The two methods of certifying teachers to teach agriculture for science credit receiving the most support were: (a) granting a blanket endorsement to all certified agriculture teachers (71.5%) and (b) granting an endorsement to only certified agriculture teachers completing an in-service workshop (5 6. 6%). The respondents reported teaching a majority (55. 1%) of the state science objectives studied As a group, the respondents reported earning the undergraduate credits and grades required for science certification.