Inquiry-based Instruction: How is it Utilized, Accepted, and Assessed in Schools with National Agriscience Teacher Ambassadors?

Abstract

The agricultural education profession has established that agriculture can be taught as an integrated science and teachers are receptive to highlighting the science in agriculture. However, there is a lack of consensus and possibly even confusion on the understanding of the term “inquiry” in agricultural education. This study used focus groups to determine the behavior of National Agriscience Teacher Ambassador Academy (NATAA) participants when implementing inquiry-based instruction in their local program. Participants were aware of the term inquiry but did not have a full understanding of the concept before attending the academy. Teachers also indicated they had to become more prepared ahead of time and that inquiry-based instruction is more rewarding during instruction. Assessment varied greatly based on the local school’s expectations of the agriculture department’s role and the teacher’s connections within their school. Based on these findings, recommendations for the NATAA as well as for future research are included.