INTEGRATING SCIENCE INTO AGRICULTURE PROGRAMS: IMPLICATIONS FOR ADDRESSING STATE STANDARDS AND TEACHER PREPARATION PROGRAMS

Abstract

The purpose of this study was to determine the attitudes of Agricultural Science and Technology teachers toward integrating science into their curricula. Perceptions regarding integrating science and agriculture, the role of teacher preparation programs in integrating science, and integrating science to meet state standards indicated teachers had a positive attitude toward integrating science into agricultural education programs. More specifically, teachers believed that integrating science assists students in better understanding science concepts and their application to agriculture. According to the teachers in this study, students are more aware of the connection between scientific principles and agriculture and students are better prepared in science after completing a course in agricultural education that integrated science. Teachers felt that teacher preparation programs should provide instruction at the pre-service and in-service level on how to integrate science into the curriculum and that student teachers should be placed with cooperating teachers who integrate science into their agriculture programs. As many states face educational reform, teachers contend that integrating science is a solution in helping students and aligning agriculture programs to meet state standards and that little or no changes will have to be made for agriculture programs to facilitate educational reform.