An Analysis of K-12 Teachers’ Conceptions of Agriculture Prior to and During Engagement in an Agricultural Literacy Program

Abstract

This study examined the K-12 teachers’ conceptions of the agriculture industry prior to enrolling in an agricultural literacy program and how their conceptions changed throughout the program. The study used qualitative methods to analyze the data collected from entrance questionnaires, interviews, and reflective journals. Trustworthiness was established through the use of both methodological and investigator triangulation as well as rich description of the coding process and the establishment of an audit trail. Entrance questionnaires and interviews established the participants’ prior understanding of agriculture. Data suggested the participants equated the agricultural industry with plant and animal production. From the reflective journal data it was determined that the teachers gained an awareness of the vastness of the agricultural industry and matured in their knowledge after participation in Summer Agricultural Institute.