THE MOVE TO AGRISCIENCE AND ITS IMPACT ON TEACHER EDUCATION IN AGRICULTURE

Abstract

Since the 1988 publication of Understanding Agriculture: New Directions for Education by the National Research Council, agricultural educators have experienced increased pressure to incorporate more science-based instruction. Recent research has examined where and how integration is occurring (Conroy, 2000; Johnson, 1996; Thompson, 1998). This qualitative study looks at the perceptions of agricultural educators and others regarding this shift in focus of instruction, and what implications exist for teacher education programs as a result of the shift. Results show unanimous support for more science-based instruction, but little agreement on how much, or how best, to integrate. Concerns also exist as to methodologies employed for science-based instruction in the agricultural classroom, and how those concerns can be met by changes in teacher education programs.