ERIC EJ840112: Integrating Science into the Agricultural Education Curriculum: Do Science and Agriculture Teachers Agree?

2007·0.17 MB·English

by  ERIC

INTEGRATING SCIENCE INTO THE AGRICULTURAL EDUCATION
CURRICULUM: DO SCIENCE AND AGRICULTURE TEACHERS AGREE?

Gregory W. Thompson, Professor
Oregon State University
Brian K. Warnick, Assistant Professor
Utah State University

Abstract

Agriculture teachers and science teachers who taught in a high school with an agricultural
education program were targeted for this study to determine and compare their perceptions of
integrating science into agricultural education programs. The data indicate that while both
groups have responded positively to the call to integrate science into the agricultural education
curriculum, some differences in attitudes do exist. A majority of the teachers indicated that
teacher preparation programs should provide instruction on how to integrate science both at the
preservice and inservice levels. More agriculture teachers were in agreement than science
teachers that integrating science would help agriculture programs meet state standards and help
students meet requirements for state standards. Although a majority of science teachers agreed,
a significantly greater number of agriculture teachers agreed that students will be better
prepared for standardized testing if they learn science through an agriculture context.

Introduction prepare students for advanced study and
employment in the changing food and fiber
The integration of agricultural education industry. Additionally, The Carl D. Perkins
with academic subjects has been the topic of Vocational and Applied Technology Act of
much discussion and interest over the past 1990 encouraged academic and vocational
several years. Roberson, Flowers, and teacher collaboration for pedagogy
Moore (2001) defined integration between revision, multidisciplinary integration, and
vocational education and academic subjects implementation of real-life learning
as “a marriage of both types of curricula in experiences (Lankard, 1992).
order to teach the many skills necessary Research findings support the claim that
for students' future successes” (p. 31). the integration of science into the agriculture
Furthermore, Farley and Taylor (2004) curricula is a more effective way to teach
posited, “If we continue to teach all skills in science. Students taught by integrating
isolation, we can only reinforce the idea that agriculture and scientific principles
we acquire different skills for use in demonstrated higher achievement than did
different subject areas” (p. 8). students taught by traditional approaches
Both academic and vocational groups (Chiasson & Burnett, 2001; Enderlin &
have made calls for the integration of Osborne, 1992; Enderlin, Petrea, &
science and agriculture. The American Osborne, 1993; Roegge & Russell, 1990;
Association for the Advancement of Science Whent & Leising, 1988).
has recommended connecting what students The theoretical model for this study
learn in school through interdisciplinary consists of factors influencing the amount of
links, real-world connections, and collaboration and integration between
connections to the world of work (American agriculture teachers and science teachers.
Association for the Advancement of Fishbein and Ajzen’s (1975) planned
Science, 1993). In 1988, the National behavior theory suggested that demographic
Research Council recommended that variables, knowledge and observations
agriculture courses be expanded to increase influence beliefs, which influence attitudes,
scientific and technical content to better intentions, and finally behaviors. In
Journal of Agricultural Education 1 Volume 48, Number 3, 2007
Thompson & Warnick Integrating Science Into The…
attempting to increase the level of that nearly one-half of the science teachers
collaboration and integration, the reported some collaboration with agriculture
perceptions of agricultural science teachers. They recommended further studies
instruction by all stakeholders, including of science teacher teachers’ perceptions
agriculture instructors, students, parents, toward agriculture program quality.
administrators, guidance counselors, and Major questions of concern include the
science teachers, must be considered. need for integration of science and
Over the past decade, several studies agriculture as well as the ability and
have provided insight into the perceptions of preparation of the agriculture teacher to
different groups of stakeholders. Attitudinal integrate science into the agriculture
surveys of agriculture teachers in Oregon curriculum.
(Thompson & Balschweid, 1999),
Mississippi (Newman & Johnson, 1993), Objectives
Texas (Norris & Briers, 1989), South
Carolina (Layfield, Minor, & Waldvogel, The purpose of this study was to
2001), and Indiana (Balschweid & determine the perceptions and attitudes of
Thompson, 2002), as well as winners of the high school science teachers and agriculture
National FFA’s Agriscience Teacher of the teachers toward integrating science into the
Year Award (Thompson & Schumacher, agricultural education curriculum. The
1998b) have all provided information following research objectives were
regarding the perceived needs and barriers addressed:
of integrating science. Other studies have
provided insight into the perceptions of 1. Describe the demographic
guidance counselors, administrators, parents, characteristics of science teachers
and students toward integrating science into and agriculture teachers in Oregon
the agricultural education curriculum who taught in schools with
(Balschweid, 2002; Dyer & Osborne, 1999; agricultural education programs;
Johnson & Newman, 1993; Osborne & 2. Describe and compare perceptions of
Dyer, 2000; Thompson, 2001). selected science teachers and
The perceptions of science teachers, in agriculture teachers concerning the
particular, are extremely important to the integration of science and
successful integration of science and agriculture;
agriculture (Johnson and Newman, 1993). 3. Describe and compare selected
Collaboration and resource sharing between science teachers’ and agriculture
the science teacher and agriculture teacher teachers’ perceptions regarding the
are often required, and it is often science role of teacher preparation programs
teacher groups within a state, district, or in agriculture; and,
school that influence whether or not students 4. Describe and compare selected
enrolled in agriscience courses receive science teachers’ and agriculture
science credit toward graduation. Greater teachers’ perceptions toward meeting
understanding of the perceptions and state standards through increased
attitudes of science teachers toward integration in agricultural education
integrating science and agriculture should programs.
assist in implementing changes and
programs that will increase the level of Methods/Procedures
integration and collaboration. In a study of
attitudes of Illinois high school science The target population for this study
teachers toward education programs in consisted of science teachers (N = 360) in
agriculture, Osborne and Dyer (1998) found schools that had secondary agriculture
that science teachers agreed that stronger programs during the 2001-2002 school year
connections should be made between and agriculture teachers (N = 121) during
science and the agriculture curricula and that the 2001-2002 school year. The Oregon
agriculture programs should become more department of education provided the
science based. Osborne and Dyer also found researchers with a current database
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Thompson & Warnick Integrating Science Into The…
containing the name and school address of a t-test was used to compare early and late
each science teacher. This database was respondents on the summated scale
matched with the database of all perception responses (Linder, Murphy, &
agriculture teachers during the 2001-2002 Briers, 2001). The t-values obtained
school year. Science teachers employed at verified that the difference between early
schools with no agricultural education and late respondents was not statistically
program were not included in the final significant.
population. Caution should be exercised Each form of the instrument consisted of
when generalizing the results of the study two parts. Part one included 62 five-point
beyond the population. scale questions designed to obtain
The instrument used in this study to information about the perceptions of
describe the perceptions of science integrating science and agriculture. Subjects
instructors was adapted from the Integrating were asked to respond to statements using a
Science Survey Instrument developed by 5 for strongly agree, a 4 for agree, 3 for
Thompson and Schumacher (1998a). Face neutral, 2 for disagree, and 1 for strongly
and content validity for the version of the disagree. Part two requested that the subjects
instrument used in this study was established report demographic information about
by a group of university teacher educators in themselves.
agricultural education and science Data received from part one of the
education, and by state supervisors of survey were analyzed and frequencies
agricultural education. Two forms of the reported as the percent of respondents that
questionnaire were created by the chose each of the five response levels. To
researchers: one for agriculture teachers, and simplify reporting, following data analysis,
one for science teachers. The primary strongly agree and agree were combined into
difference between the two forms was the one category named “Agree” and disagree
wording of the questions. The two forms and strongly disagree were combined into
were pilot tested by science teachers (n = 9) one category named “Disagree.” Responses
and agriculture teachers (n = 10) in Utah to by construct from science teachers and
further establish face and content validity as agriculture teachers were then compared
well as initial reliability (α = 0.87). As a using the Mann-Whitney U Test. This test
measure of the reliability of the attitudinal was chosen due to the ordinal nature of the
scale, internal consistency for the science data (scaled responses) and the
teacher form was measured at α = 0.90 using independence of the sample groups
Cronbach’s alpha with construct reliability (Mertens, 1997).
ranging from α = 0.71 to α = 0.85. Internal
consistency for the agricultural science Results/Findings
teacher form was measured at α = 0.86 with
construct reliability ranging from α = 0.71 to Research question one sought to
α = 0.83. determine demographic information for the
The survey instrument was mailed to all respondents. A summary of the demographic
subjects along with a cover letter and return characteristics of science and agriculture
envelope. Two weeks after the initial teachers is presented in Table 1. The mean
mailing, a follow-up postcard was mailed to age of science teachers teaching in a school
all non-respondents. After another two week with an agricultural education program was
waiting period, a second survey instrument 42 years old (SD = 10.1). Respondents had
and return envelope were mailed to non- taught an average of 14.6 years (SD = 9.27)
respondents. Usable responses were with 9.7 years of teaching experience
received from 222 science teachers for an at their current school (SD = 8.158).
overall response of 61.7% and from 106 The majority were male (68.2%) and lived
agriculture teachers for an overall response in a town/city (59.5%) at the time of the
of 87.6%. To examine for non-response bias survey.

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Table 1
Demographic Profile of Science and Agriculture Teachers
Demographic Variable Science Teachers Agriculture Teachers
Years of teaching experience M = 14.59 M = 13.51
(SD = 9.27) (SD = 10.49)

Years taught at current school M = 9.71 M = 9.82
(SD = 8.15) (SD = 8.81)

Age M = 42.33 M = 39.55
(SD = 10.11) (SD = 11.44)

School Size M = 465 M = 365
(SD = 247.1) (SD = 260.7)

Gender
Female 39.3% 17.1%
Male 60.7% 82.9%

Participation in 4-H or agricultural education as 28.0% 87.6%
a youth

Type of area raised in
Farm/Rural 46.3% 84.6%
Town/City 53.7% 15.4%

Type of area lived in at the time of survey
Farm/Rural 40.5% 74.0%
Town/City 59.5% 26.0%

Participated in inservice/workshop courses on
integration
Yes 24.7% 79.2%
No 75.3% 20.0%

Current school awards Science credit toward high
school graduation for agricultural education courses
Yes 46.9% 45.2%
No 53.1% 54.8%

Approximately one in four science for successful completion of agricultural
teachers (24.7%) reported they had education courses. Slightly over one fourth
participated in an inservice workshop or of the science teachers (28.0%) reported
course that demonstrated how to integrate they had taken agricultural education
science and agriculture and slightly fewer courses in high school and/or been involved
than half of the teachers (46.9%) reported in 4-H.
that students attending their school received The mean age of agriculture teachers
science credit toward high school graduation was 39.6 years (SD = 11.4) with 13.5 years
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Thompson & Warnick Integrating Science Into The…
of teaching experience (SD = 10.5) and 9.8 science to teach integrated science concepts.
years teaching experience at their current The majority of agriculture teachers also
school (SD = 8.8). The majority were male agreed or strongly agreed with all the
(82.9%) and lived on a farm or in a rural statements related to integrating science into
area (74.0%) at the time of the survey. Over the agriculture curriculum. Percentages of
three in four agriculture teachers (79.2%) agriculture teachers that agreed or strongly
reported they had participated in an agreed with the statements ranged from 58%
inservice workshop or course that to 100%. The highest level of agreement
demonstrated how to integrate science and was found for the statement that “agriculture
agriculture. Slightly fewer than half of the is an applied science.” Ninety-seven percent
teachers (45.2%) reported that students of the science teachers and 100% of the
attending their school received science agriculture teachers agreed or strongly
credit toward high school graduation for agreed that agriculture is an applied science
successful completion of agricultural and those involved in agriculture must have
education courses. A large majority of the a greater understanding of science than ten
respondents (87.6%) reported they had taken years ago. A majority of the teachers (90%
agricultural education courses in high school science; 88% agriculture) also agreed or
and/or been involved in 4-H. strongly agreed that applied science
Research question two sought to principles should be infused into the
determine and compare science teachers’ agriculture curriculum, and that students are
and agriculture teachers’ perceptions more aware of the connections and learn
concerning integrating science and more about agriculture when science
agriculture. The results from the 12 concepts and principles are integrated into
statements indicated that a majority of the the curriculum. Additionally, a majority
science teachers either agreed or strongly (81.13%) of the agriculture teachers agreed
agreed with all the statements. Percentages or strongly agreed that they are competent
of science teachers who agreed or strongly enough in science to teach integrated science
agreed with the statements ranged from concepts.
38.31% to 96.85%. The highest level of Although a majority of the teachers
agreement was found in the statement that agreed with all but one statement in the
“agriculture is an applied science,” where construct concerning perceptions of science
97% of the science teachers agreed or and agriculture, eight of 13 statements were
strongly agreed and 100% of the agriculture found to be statistically significant between
teachers agreed or strongly agreed with the the science teacher and the agriculture
statement. More than half of the teachers teacher. Science and agriculture teachers
indicated a neutral response (54%) toward differed in the level to which they agreed
the statement that “integrating science into with integrating science and agriculture.
agriculture classes has increased ability to Agriculture teachers agreed more strongly
teach problem solving.” Approximately 50 than science teachers (Mann-Whitney U =
percent of the science teachers agreed or 7883.5, p = .004). A summary of the
strongly agreed that the agriculture teacher perceptions of science teachers and
in their school was competent enough in agriculture teachers is presented in Table 2.

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Table 2
Percentage of Agreement Between Science and Agriculture Teachers on Their Perceptions of the
Integration of Science and Agriculture
Science Agriculture Mann-Whitney U,
Question A / DA A / DA p-value
Agriculture is an applied science. 97% / <1% 100% / 0% U = 7286.0, p < .001

People in agriculture must have a greater 96% / <1% 96% / 0% U = 8977.5, p = .137
understanding of science than 10 years ago.

Students are more aware of connection 93% / 1% 93% / 0% U = 9594.0, p < .670
between scientific principles and agriculture
when integrated.

Students learn more about agriculture when 92% / <1% 89% / 1% U = 7998.5, p = .003
science concepts are integrated.

Applied science principles should be infused 90% / 1% 88% / 0% U = 8967.0, p = .157
into the agriculture curriculum.

Ongoing efforts should be expanded to 85% / <1% 82% / 2% U = 8813.0, p = .098
upgrade scientific content.

Science teachers should examine curricula 73% / 7% 86 % / 3% U = 8151.0, p < .007
used for integration opportunities.

Agriculture students learn scientific concepts 70% / 4% 86% / 0% U = 7318.5, p < .001
when integrated into agriculture curriculum.

Agriculture students are better prepared in 70% / 10% 86% / 0% U = 7741.5, p = .001
science if integration takes place.

I feel comfortable working with the 68% / 11% 64% / 17% U = 9032.5, p = .209
Ag./Science Department to develop a team
teaching approach in integration.

Students understand science concepts easier 65% / 8% 68% / 1% U = 6544.5, p < .001
when agriculture is integrated.

The agriculture teacher is competent enough 50% / 17% 81% / 6% U = 7077.5, p < .001
in science to teach integrated science
concepts.

Integrating science into agriculture classes has 38% / 7% 58% / 6% U = 7970.0, p = .003
increased ability to teach problem solving.
Note: A = agree, DA = disagree. Following data analysis, strongly agree and agree were collapsed into the agree (A)
column and strongly disagree and disagree were collapsed into the disagree (DA) column.

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Research question number three education programs should provide
contained six statements designed to address instruction for undergraduates and
the science and agriculture teachers’ teachers in the field on how to integrate
perceptions regarding the role of teacher science into the agriculture curriculum.
preparation programs in assisting teachers to There was only one statement in
integrate science (Table 3). The results of the teacher preparation construct
the six statements ranged from 47% to 90% with which a majority of the teachers did not
of the science teachers in agreement and agree. Forty-seven percent of the science
31% to 92% of the agriculture teaches in teachers and 31% of the agriculture teachers
agreement with the statements. Four agreed with the statement that science
statements in the teacher preparation teachers should mentor beginning
construct exhibited statistically significant agriculture teachers in their school district.
differences concerning the degree of Almost half (49%) of the agriculture
agreement, including providing instruction teachers and 40% of the science
for pre-service teachers, providing teachers indicated a neutral response
instruction for inservice teachers, and that concerning science teacher mentoring.
teacher educators should teach a course Table 3 provides a summary of science
modeling team teaching and collaboration. teachers’ and agriculture teachers’
Over 87% of the science teachers and perceptions of the role of teacher preparation
90% of the agriculture teachers p r o g r a ms in integrating science and
strongly agreed or agreed that teacher agriculture.

Table 3
Perceptions of the Role of Teacher Preparation Programs in Agriculture
Science Agriculture Mann-Whitney U,
Question A / DA A / DA p-value
Provide instruction for undergraduates 90% / 2% 92% / 0% U = 10577.5, p = .663
on how to integrate science

Provide inservice for teachers in the 87% / <1% 90% / 0% U = 10176.5, p = .295
field on how to integrate science

Should place student teachers with a 80% / 1% 54% / 11% U = 7027.0, p < .001
cooperating teacher who integrates
science

Teach a course that allows future 75% / 4% 65% / 5% U = 8793.5, p = .003
teachers to learn to team teach and
model collaboratively

Increase basic science course 67% / 2% 54% / 20% U = 8114.5, p < .001
requirements for undergraduates

Science teachers should mentor 47% / 12% 31% / 30% U = 7939.5, p < .001
beginning agriculture teachers to help
them integrate
Note: A = agree, DA = disagree. Following data analysis, strongly agree and agree were collapsed into the agree (A)
column and strongly disagree and disagree were collapsed into the disagree (DA) column.

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Research question four contained eight p < .001). Additionally, five statements in
statements that addressed state standards. the state standards construct were found to
Overall, science teachers and agriculture be statistically significant between the
teachers differed in the level to which they science and agriculture teachers’ level of
agreed with questions about how increased agreement. A summary of responses
science integration affects the ability to meet related to state standards is provided in
state standards (Mann-Whitney U = 6025.0, Table 4.

Table 4
Perceptions of the Ability to Meet State Standards with Increased Science Integration
Science Agriculture Mann-Whitney U,
Question A / DA A / DA p-value
Integration will help Agriculture 80% / 2% 85% / 0% U = 9503.0, p = .057
Programs align with educational
standards.

Integrating will help students meet 77% / 5% 89% / 0% U = 8970.0, p = .007
requirements for State Initial Mastery.

Integrating will help students meet 73% / 4% 84% / 3% U = 8821.0, p = .005
requirements for State Advanced
Mastery.

High School graduation credit should 59% / 24% 90% / 2% U = 4868.5, p < .001
be offered for agriculture classes that
integrate science.

Our school is actively engaged in 57% / 21% 60% / 20% U = 10309.5, p = .529
meeting state standards.

Students will be better prepared for 55% / 14% 78% / 5% U = 7272.5, p < .001
standardized testing if they learn the
application of science.

Agriculture courses that integrate 51% / 24% 92% / 2% U = 4893.0, p < .001
science should be credited toward
college admission science
requirements.

State standards will impact the way 43% / 21% 40 % / 12% U = 7939.5, p = .383
science content is delivered.
Note: A = agree, DA = disagree. Following data analysis, strongly agree and agree were collapsed into the agree (A)
column and strongly disagree and disagree were collapsed into the disagree (DA) column.

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Both science and agriculture teachers science into the agricultural education
agreed (80% and 85%, respectively) that curriculum.
integration will help agriculture programs Although the science teachers and the
align with educational standards. Five out of agriculture teachers in this study held
eight of the statements were statistically positive attitudes toward the integration of
significant. Although not statistically science in the agricultural education
significant, 90% of the agriculture teachers curriculum, they differed in the levels to
agreed or strongly agreed and 59% of the which they agreed with integrating science
science teachers agreed or strongly agreed and agriculture. It is recommended that
that high school graduation credit a g r i c u l ture teachers, teacher educators,
should be offered for agriculture classes that school administrators, and state officials be
integrate science. Further, 92% of the made aware that science teachers in this
agriculture teachers and 51% of the s t u d y generally hold positive attitudes
science teachers agreed that these courses toward integrating science and agriculture
should be credited toward college admission and may be interested in working with the
science requirements, and 78% of the agriculture program in their school.
agriculture teachers and 55% of the Teachers agreed agriculture is an applied
science teachers agreed that students s c i e n ce and people involved in agriculture
will be better prepared for standardized must have a greater understanding of science
testing if they learn the application of than 10 years ago. These findings
science. correspond with a previous study of Illinois
science teachers (Osborne & Dyer, 1998).
Conclusions/Implications/ Science and agriculture teachers responded
Recommendations positively toward student benefits when
science is integrated into the agricultural
The purpose of this study was to education curriculum. Integration of science
determine attitudes and perceptions of into the curriculum should produce more
science and agriculture teachers toward science literate students that have a deeper
integrating science into the agricultural understanding of agriculture and how the
education curriculum. Although there was connection and application of science and
variation in the level to which agriculture agriculture are integral.
teachers and science teachers agreed with Teacher education programs can have a
the individual statements in the survey dynamic impact on helping teachers develop
instrument, both groups of teachers the pedagogical and technical skills to
generally expressed positive attitudes toward increase the science content in the
the integration of science into the agricultural education curriculum. A
agricultural education curriculum. Fishbein majority of the teachers indicated that
and Ajzen’s planned behavior theory (1975) teacher preparation programs should provide
provides a framework for explaining the instruction on how to integrate science both
potential for integrating science into the at the preservice and inservice levels, and
agricultural education curriculum based that student teachers should be placed with a
upon the positive perceptions of both cooperating teacher that makes concerted
science and agriculture teachers in this efforts to integrate science into
study. They indicate that the positive the curriculum. Moreover, science and
perceptions held by science and agriculture agriculture teachers felt teacher education
teachers toward integrating science into the programs in science and agriculture should
agricultural education curriculum will model collaboration by teaching a course
influence their intentions and behaviors. In that helps future teachers in science and
understanding stakeholder perceptions (in agriculture learn how to collaboratively
this study, science teachers), it can be teach.
concluded that since science teachers hold Although the teachers differed in their
positive perceptions toward similar concepts level of agreement, the majority of science
concerning integrating science as agriculture teachers and agriculture teachers agreed that
teachers, there is potential to integrate more preservice agriculture teachers should take
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Thompson & Warnick Integrating Science Into The…
more basic science courses at the was offering science graduation credit and
undergraduate level. When both agriculture college admissions’ science requirements for
teachers and science teachers recommend agriculture courses that integrate science.
more basic science skills, it may be time to With additional research, this may explain
re-evaluate the science requirements of why science teachers sometimes oppose the
agricultural education programs. Teacher integration of science and agriculture subject
educators should design the preservice matter. Although a majority of teachers
curriculum incorporating basic science agreed, a significant number of agriculture
classes that will help future agriculture teachers were more in agreement that
teachers develop necessary science skills. students will be better prepared for
Adding more science courses alone may not standardized testing if they learn science
necessarily increase integration of more through an agriculture context.
science into the agriculture curriculum, but The data presented serves as a
agriculture teachers may feel more confident benchmark for identifying and comparing
in their science skill level to teach to some science and agriculture teachers’ perceptions
level of depth. Further, teacher educators of integrating science and agriculture.
should work with science teacher educators Further areas of research include: (a)
to not only model teaming, but to also help examining exemplary programs that
preservice teachers learn the pedagogy of integrate science and agriculture may yield a
teaching science. The generally positive model for integrating science; (b) assessing
findings of this study toward integrating the influence of integrating science in the
science and agriculture support prior agricultural education curriculum on student
research (Conroy & Walker, 2000; Layfield achievement in science would add to the
et al., 2001, Thompson & Balschweid, 1999; knowledge base on contextual learning; (c)
Thompson & Schumacher, 1998b). It is determining other stakeholder perceptions of
recommended that teacher preparation integrating science into the agricultural
programs in agriculture review the amount education curriculum; (d) assessing
of science offerings at the undergraduate agriculture teachers’ knowledge of basic
level to determine if there are appropriate science concepts would provide a more
science classes that can be added to the independent measure of teacher science
undergraduate program. competence; and (e) identifying effective
Do science teachers know and collaboration approaches for academic and
understand the science content in the agriculture teachers.
agricultural education curriculum? Teachers
should be encouraged to crosswalk their References
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