Exploring Exemplary STEM Lessons in Agricultural Education

Aaron J. McKim; Tyson Sorensen; Catlin Goodwin; Sarah Ware Wilkinson

doi:10.5032/jae.v66i2.2906

Authors

Aaron J. McKim Michigan State University https://orcid.org/0000-0002-0600-3611
Tyson J. Sorensen Utah State University https://orcid.org/0000-0003-2103-1669
Catlin M. Goodwin Michigan State University https://orcid.org/0000-0003-0312-8504
Sarah Ware Wilkinson Utah State University https://orcid.org/0009-0004-4122-1632

DOI:

https://doi.org/10.5032/jae.v66i2.2906

Keywords:

curriculum, facilities, instruction, interdisciplinary learning, STEM Education, student outcomes

Abstract

School-based agricultural education offers a rich context to illuminate science, technology, engineering, and mathematics (STEM). Understanding and enhancing STEM learning within agricultural education requires a deep understanding of how agricultural educators currently illuminate STEM concepts within their curriculum. Building upon the work of Integrative STEM Education, we explored agriculture teacher-identified exemplary STEM lessons taught by eight educators in two states using a transcendental phenomenology. Through individual interviews, teachers identified and described one exemplary STEM lesson. Across responding teachers, diverse learning experiences were described as their exemplary STEM lessons, including lessons involving raising broiler chickens, creating flower food formulas, and welding square dice. Analysis of teacher descriptions of their exemplary STEM lessons illustrate these lessons are influenced by the teacher’s perspective of STEM; enhanced by relevant facilities, curriculum structure, and opportunities for application; and yield diverse and meaningful student outcomes. Connections between the features of agriculture teacher-identified exemplary STEM lessons and Integrative STEM Education are described alongside identification of elements which may make exemplary STEM lessons in agricultural education unique.

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