Beyond Content Knowledge: Inquiry-Based Learning and Preservice Teachers’ Perceived Ability to Incorporate STEM and AFNR Concepts
DOI:
https://doi.org/10.5032/jae.v66i3.3232Keywords:
STEM Integration, Preservice Teacher Preparation, Inquiry Based InstructionAbstract
Integrating science, technology, engineering, and math (STEM) into classroom activities is a recurring and increasingly important topic. School-based agricultural education (SBAE) has historically been a relevant platform to integrate STEM concepts since it has strong ties to STEM industries, including horticulture, animal science, mechanization, and more. This non-experimental, exploratory research design aimed to determine the impact of a semester-long undergraduate inquiry-based laboratory teaching methods course on preservice SBAE teachers’ (N = 27) self-efficacy related to integrating STEM and AFNR concepts at Oklahoma State University. Evaluating efficacy scores revealed a positive relationship between course participation and teaching efficacy for Integrate Learning Objectives, Integrate STEM Concepts and Content, Evaluate Learning Outcomes, Facilitate Inquiry-Based Instruction, and Integrate AFNR Standards. As preservice teachers lack the contextual knowledge of a classroom, exposure to intentional and explicit explanations of the modeled teaching strategies and their classroom applications could have benefitted the students’ efficacy scores. Recommendations for future research include evaluating the impact of a semester-long inquiry-based class in agricultural education using different CASE curriculum certifications. In addition, a longitudinal look into the impact of this course on teaching self-efficacy during the student teaching experience and into the first three years of teaching SBAE is warranted.
Downloads
References
Baker, M. A., Bunch, J., & Kelsey, K. D. (2015). An instrumental case study of effective science integration in a traditional agricultural education program. Journal of Agricultural Education, 56(1), 221–236. https://doi.org/10.5032/jae.2015.01221 DOI: https://doi.org/10.5032/jae.2015.01221
Bandura, A., & Wessels, S. (1997). Self-efficacy (pp. 4-6). Cambridge University Press.
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860–1863. https://doi.org/10.1073/pnas.091096710 DOI: https://doi.org/10.1073/pnas.0910967107
Blažev, M., Karabegović, M., Burušić, J., & Selimbegović, L. (2017). Predicting gender-STEM stereotyped beliefs among boys and girls from prior school achievement and interest in STEM school subjects. Social Psychology of Education, 20, 831–847. https://doi.org/10.1007/s11218-017-9397-7 DOI: https://doi.org/10.1007/s11218-017-9397-7
Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. Professional educator, 26(1), 13–22.
Bird, T. D., & Rice, A. H. (2021). The influence of CASE on agriculture teachers’ use of inquiry-based methods. Journal of Agricultural Education, 62(1), 260–275. https://doi.org/10.5032/jae.2021.01260 DOI: https://doi.org/10.5032/jae.2021.01260
Chumbley, S., Hainline, M. S., Russell, M., & Ruppert, D. E. (2019). Teachers’ confidence to integrate biology in agriscience courses. Journal of Agricultural Education, 60(1), 145–157. https://doi.org/10.5032/jae.2019.01145 DOI: https://doi.org/10.5032/jae.2019.01145
Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Curriculum for Agricultural Science Education [CASE]. (n.d.). CASE mission, vision, and values. https://www.case4learning.org/about-case/mission-vision-and-values/
Curriculum for Agricultural Science Education [CASE]. (n.d.). CASE pre-service programs. https://www.case4learning.org/professional-development/pre-service-programs/
Curriculum for Agricultural Science Education [CASE]. (2025). Pre-service addendum. https://www.case4learning.org/case/document-server/?cfp=case/assets/file/public/profdev/pre_service_addendum.pdf
Department of Industry Science and Resources. (2024, August 8). Teachers and career advisers’ perceptions and attitudes to stem. STEM Equity Monitor. https://www.industry.gov.au/publications/stem-equity-monitor/primary-and-secondary-school-data/teachers-and-career-advisers-perceptions-and-attitudes-stem
DeCoito, I., & Myszkal, P. (2018). Connecting science instruction and teachers’ self-efficacy beliefs in STEM education. Journal of Science Teacher Education, 26(6), 485–503. https://doi.org/10.1080/1046560X.2018.1473748 DOI: https://doi.org/10.1080/1046560X.2018.1473748
Dicke, A. L., Safavian, N., & Eccles, J. S. (2019). Traditional gender role beliefs and career attainment in STEM: A gendered story?. Frontiers in psychology, 10, 1053. https://doi.org/10.3389/fpsyg.2019.01053 DOI: https://doi.org/10.3389/fpsyg.2019.01053
Dossett, J., Stripling, C. T., Haynes, J. C., Stephens, C. A., & Boyer, C. (2019). Mathematics efficacy and professional development needs of Tennessee agricultural education teachers. Journal of Agricultural Education, 60(4), 255–271. https://doi.org/10.5032/jae.2019.04255 DOI: https://doi.org/10.5032/jae.2019.04255
Eck, C. J. (2024). Inquiry based instructional in agricultural education [Syllabus]. Department of Agricultural Education, Communications and Leadership, Oklahoma State University.
Eck, C. J., Robinson, J. S., Cole, K. L., Terry, R., & Ramsey, J. W. (2020). The validation of the effective teaching instrument for school-based agricultural education teachers. Journal of Agricultural Education, 61(4), 229–248. https://doi.org/10.5032/jae.2020.04229 DOI: https://doi.org/10.5032/jae.2020.04229
Gao, X., Li, P., Shen, J., & Sun, H. (2020). Reviewing assessment of student learning in interdisciplinary STEM education. International Journal of STEM Education, 7(24), 1–14. https://doi.org/10.1186/s40594-020-00225-4 DOI: https://doi.org/10.1186/s40594-020-00225-4
Gerber, B. L., Marek, E. A., & Cavallo, A. M., L. (1997, March 21-24). Relationships among informal learning environments, teaching procedures and scientific reasoning ability [Paper presentation]. National Association for Research in Science Teaching, Oak Brook, IL.
Haynes, J. C., & Stripling, C. T. (2014). Mathematics efficacy and professional development needs of Wyoming agricultural education teachers. Journal of Agricultural Education, 55(5), 48–64. https://doi.org/10.5032/jae.2014.05048 DOI: https://doi.org/10.5032/jae.2014.05048
Hendrix, R., McKibben, J., & Swortzel, K. (2024). Agricultural educators’ personal teaching efficacy towards individual STEM subjects. Journal of Agricultural Education, 65(2), 306–321, https://jae-online.org/index.php/jae/article/view/2383 DOI: https://doi.org/10.5032/jae.v65i2.2383
Kelley, T., Knowles, J., Holland, J., & Han, J. (2020). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. Journal of STEM Education, 7(14), 1–13. https://doi.org/10.1186/s40594-020-00211-w DOI: https://doi.org/10.1186/s40594-020-00211-w
Machovex, C. (2023, September 8). New BLS employment projections: 3 charts. Department of Labor. https://blog.dol.gov/2023/09/08/new-bls-employment-projections-3-charts
McKim, A. J., & Velez, J. J. (2015). Exploring the relationship between self-efficacy and career commitment among early career agriculture teachers. Journal of Agricultural Education, 56(1), 127–140. https://doi.org/10.5032/jae.2015.01127 DOI: https://doi.org/10.5032/jae.2015.01127
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. https://doi.org/10.1002/tea.20347 DOI: https://doi.org/10.1002/tea.20347
National Council for Agricultural Education. (2015). National AFNR content standards. https://thecouncil.ffa.org/afnr/.
Parr, B., & Edwards, M. C. (2004). Inquiry-based instruction in secondary agricultural education: Problem-solving–an old friend revisited. Journal of Agricultural Education, 45(4), 106–117. https://doi.org/10.5032/jae.2004.04106 DOI: https://doi.org/10.5032/jae.2004.04106
Paulsen, T. H., Andersn, R. G., & Tweeten, J. F. (2015). Concerns expressed by agricultural education preservice teachers in a twitter-based electronic community of practice. Journal of Agricultural Education, 56(3), 210–226. https://doi.org/10.5032/jae.2015.03210 DOI: https://doi.org/10.5032/jae.2015.03210
Phipps, L. J., & Osborne, E. W. (1988). Handbook on agricultural education in public schools (5th ed.). The Interstate Printers and Publishers, Inc.
Privitera, G. J. (2017). Statistics for the Behavioral Sciences. Sage.
Putman, S. M. (2012). Investigating teacher efficacy: Comparing preservice and inservice teachers with different levels of experience. Action in Teacher Education, 34(1), 26–40. https://doi.org/10.1080/01626620.2012.642285 DOI: https://doi.org/10.1080/01626620.2012.642285
Roberts, R., Wittie, B. M., Stair, K. S., Blackburn, J. J., & Smith, H. E. (2020). The dimensions of professional development needs for secondary agricultural education teachers across career stages: A multiple case study comparison. Journal of Agricultural Education, 61(3), 128–143. https://doi.org/10.5032/jae.2020.03128 DOI: https://doi.org/10.5032/jae.2020.03128
Sakellariou, C., & Fang, Z. (2021). Self-efficacy and interest in STEM subjects as predictors of the STEM gender gap in the US: The role of unobserved heterogeneity. International Journal of Educational Research, 109, 101821. https://doi.org/10.1016/j.ijer.2021.101821 DOI: https://doi.org/10.1016/j.ijer.2021.101821
Scherer, H. H., McKim, A. J., Wang, H.-H., DiBenedetto, C. A., & Robinson, K. (2019). Making sense of the buzz: A systematic review of “STEM” in agriculture, food, and natural resources education literature. Journal of Agricultural Education, 60(2), 28–53. https://doi.org/10.5032/jae.2019.02028 DOI: https://doi.org/10.5032/jae.2019.02028
Sewell, E. A. (2024). Describing the connections between professional development and career longevity of school-based agricultural education teachers: A nationwide study [Doctoral Dissertation, Oklahoma State University]. ProQuest Dissertations and Theses Global.
Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(13), 1–16. https://doi.org/10.1186/s40594-017-0068-1 DOI: https://doi.org/10.1186/s40594-017-0068-1
Sheehan, C. Z., & Moore, L. L. (2019). Teacher self-efficacy in SBAE methods coursework: A mixed methods study. Journal of Agricultural Education, 60(3), 219–231. https://doi.org/10.5032/jae.2019.03219 DOI: https://doi.org/10.5032/jae.2019.03219
Snider, C. S., Robinson, J. S., Edwards, M. C., & Terry, J. (2021). Student teachers’ views on their competence to teach the national AFNR career pathways: Implications for the preparation of preservice teachers in agricultural education. Journal of Agricultural Education, 62(3), 34–50. https://doi.org/10.5032/jae.2021.03034 DOI: https://doi.org/10.5032/jae.2021.03034
Stair, K. S., Warner, W. J., & Moore, G. E. (2012). Identifying concerns of preservice and in–service teachers in agricultural education. Journal of Agricultural Education, 53(2), 153–164. https://doi.org/10.5032/jae.2012.02153 DOI: https://doi.org/10.5032/jae.2012.02153
Stearns, E., Bottía, M. C., Davalos, E., Mickelson, R. A., Moller, S., & Valentino, L. (2016). Demographic characteristics of high school math and science teachers and girls’ success in STEM. Social Problems, 63(1), 87–110. https://doi.org/10.1093/socpro/spv027 DOI: https://doi.org/10.1093/socpro/spv027
Stubbs, E. A., & Myers, B. E. (2016). Part of what we do: Teacher perceptions of STEM integration. Journal of Agricultural Education, 57(3), 87–100. https://doi.org/10.5032/jae.2016.0308 DOI: https://doi.org/10.5032/jae.2016.0308
Tummons, J. D., Hasselquist, L., & Smalley, S. W. (2020). Exploring content, pedagogy, and literacy strategies among preservice teachers in CASE institutes. Journal of Agricultural Education, 61(2), 289–306. https://doi.org/10.5032/jae.2020.02289 DOI: https://doi.org/10.5032/jae.2020.02289
Wang, H., & Knobloch, N. (2018). Levels of STEM integration through agriculture, food, and natural resources. Journal of Agricultural Education 59(3), 258-277. https://doi.org/10.5032/jae.2018.03258 DOI: https://doi.org/10.5032/jae.2018.03258
Washburn, S. G., & Myers, B. E. (2010). Agriculture teacher perceptions of preparation to integrate science and their current use of inquiry-based learning. Journal of Agricultural Education, 51(1), 88–98. https://doi.org/10.5032/jae.2010.01088 DOI: https://doi.org/10.5032/jae.2010.01088
Wells, T., Hainline, M. S., & Smalley, S. W. (2019). Identifying challenges preservice teachers encountered when teaching curriculum for agricultural science education (CASE) coursework during student teaching. Journal of Agricultural Education, 60(3), 128–140. https://doi.org/10.5032/jae.2019.03128 DOI: https://doi.org/10.5032/jae.2019.03128
Wells, T., Matthews, J., Caudle, L., Lunceford, C., Clement, B., & Anderson, R. (2015). The infusion of inquiry-based learning into school-based agricultural education: A review of literature. Journal of Agricultural Education, 56(4), 169–181. https://doi.org/10.5032/jae.2015.04170 DOI: https://doi.org/10.5032/jae.2015.04170
Wood, M., Sorensen, T., & Rubenstein, E. (2024). Assessing the pedagogical content knowledge of school-based agricultural education teachers and determining their individualized need for professional development by licensure type. Journal of Agricultural Education, 65(2), 54–70. https://doi.org/10.5032/jae.v65i2.119 DOI: https://doi.org/10.5032/jae.v65i2.119
Downloads
Published
How to Cite
Issue
Section
