AN EXAMINATION OF INTEGRATION OF ACADEMIC AND VOCATIONAL SUBJECT MATTER IN THE AQUACULTURE CLASSROOM

Abstract

Many view aquaculture education as an ideal vehicle to facilitate the integration of academic and vocational subject matter when it is infused into secondary or other agriculture curriculum. This national study utilized a mixed methods approach to investigate the extent to which secondary agriculture teachers employ aquaculture as a means to teach and reinforce other content areas. The study also examined the types of activities that occur within various academic areas. Results of the study indicated that approximately one-fourth of all secondary agriculture teachers incorporated aquaculture into their courses of study to some level. Those who integrate work with science teachers more frequently than with teachers in other academic areas, but some teachers have developed strategies to work effectively with areas beyond science. Most integration activities focused on environmental issues. Interviews with agriculture teachers revealed that finding ways to work effectively with other teachers and deal with territorial issues are major barriers for increased integration. Students who participated in interviews indicated that they believe aquaculture has enhanced their academic performance in mathematics and science, and made those areas more relevant for them.