ERIC EJ840122: The Benefits of Teaching and Learning about Agriculture in Elementary and Junior High Schools

2007·0.15 MB·English

by  ERIC

THE BENEFITS OF TEACHING AND LEARNING ABOUT AGRICULTURE IN
ELEMENTARY AND JUNIOR HIGH SCHOOLS

Neil A. Knobloch, Assistant Professor
Purdue University
Anna L. Ball, Assistant Professor
University of Florida
Crystal Allen, Science Teacher
Armstrong Township High School, Illinois

Abstract

The beliefs and mental images that teachers have about agriculture likely influence what and
how they integrate agriculture into their instruction. The purpose of this action research study
was to explore the beliefs and needs of elementary and junior high school teachers in regard to
integrating agriculture into their classrooms. The sample consisted of 452 teachers from public
schools in Illinois. Teachers responded to three, open-ended questions regarding their beliefs of
the most beneficial aspects and needs of teaching and learning about agriculture. Teachers
believed that agriculture provided situatedness, connectedness, and authenticity to teach their
content areas to their students. Teachers also shared topics and instructional resources that
they wanted to know more about regarding the integration of agriculture. The findings from this
study can inform agricultural literacy coordinators and agricultural teacher educators
regarding inservice programming for integrating agriculture into classrooms.

Introduction and Theoretical Framework engaging people to think deeply about
agriculture and its role in society
The integration of agriculture within ( L o ckwood, 1999). The theory of integration
the elementary and junior high curricula underpins the teaching of agricultural topics
brings learning to life. Educators have across the general curriculum because
suggested that the integration of i n t e grating agriculture would likely enhance
agriculture into the general curriculum learning experiences. A diversity of
would help students learn based upon the concepts and epistemologies from one
arguments of experiential learning (Dewey, content area can enrich student
1938; Mabie & Baker, 1996), a community- understanding in a different content area
based curriculum (Fasheh, 1990), and (Boix-Mansilla, Miller, & Gardner, 2000).
authentic or applied learning in real-life As a result, students discover patterns, see
situations (Wehlage, Newmann, & Secada, the “big picture” and different perspectives
1996). Elementary and middle school about a topic, and develop greater
teachers believed that schools play an knowledge of other content areas (Boix-
important role in the education about Mansilla et al.; Grossman, Wineberg, &
agriculture, food, fiber, and natural Beers, 2000) from their experiences within
resources (Trexler, Johnson, & Heinze, an integrated curriculum. As such,
2000). Further, elementary teachers i n t e grating agriculture across the curriculum
have noted links between students’ could enrich student understanding of
understanding of food and food production agricultural concepts and ways of thinking
to developing a respect for nutrition, (Ivanitskaya, Clark, Montgomery, &
agriculture’s role in society, and the Primeau, 2002).
environment (Trexler et al.). The theoretical framework of the study
Interdisciplinary education is the key to was based on teachers’ expectancy-value
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Knobloch, Ball, & Allen The Benefits of Teaching and…
motivation, including self-efficacy, outcome (Calderhead, 1996). Trexler and Hikawa
expectancy, and task-value motivation. (2001) found in a case study that teachers
Teachers are more likely to integrate developed agricultural curriculum materials
agriculture in public education if they using knowledge and information based on
believe: (a) they have the abilities and their experiences and available resources.
knowledge to teach agricultural content, (b) Teachers with agricultural experiences had
integration will help them achieve teaching deeper conceptual understandings (Trexler
and learning goals, and (c) the benefits & Heinze, 2001), were more confident in
outweigh the costs of integrating agricultural teaching agriculture (Humphrey, Stewart, &
topics into existing content areas of an often Linhardt, 1994), and more likely to integrate
over-crowded curriculum. Teachers make agriculture in their instruction (Knobloch &
decisions about the content they teach, how Martin, 2002b). Therefore, the agricultural
they will teach the content, and how much content that teachers choose to teach and
time will be spent on teaching the content how those topics relate to their content areas
(Winther, Volk, & Shrock, 2002). are likely influenced by teachers’
Therefore, the schemas (Markus & Wurf, expectancy-value beliefs, ways of knowing,
1987) that teachers have regarding and schemas about agriculture.
agriculture, food, and the environment are Agricultural educators have suggested
likely to shape the instructional decisions the importance of teaching agriculture in
that teachers make about incorporating elementary and junior high classrooms
agricultural topics into their daily classroom (Frick, Birkenholz, & Machtmes, 1995;
instruction. Hillison, 1998; Trexler & Suvedi, 1998).
Teachers’ beliefs and previous However, elementary and junior high school
experiences influence what and how they teachers struggled to teach agriculture
will teach (Borko & Putnam, 1996; (Blackburn, 1999; Russell, 1993; Trexler &
Disinger, 2001; Pajares, 1992). Elementary Hikawa, 2001; Trexler & Suvedi). When
teachers were more likely to integrate elementary and junior high school teachers
agriculture into the curriculum if they: (a) attempted to integrate agriculture into their
perceived agriculture as being relevant to classrooms, they taught traditional ideas
careers related to horticulture, forestry, with outdated materials (Terry, Herring, &
natural resources, and food processing; (b) Larke, 1992). Although there are many
valued integrating agriculture into the factors that contribute to the challenges
curriculum; (c) believed that it can be teachers face to successfully integrate
integrated or fit in various academic agriculture in their classrooms, teacher
subjects; and, (d) had positive perceptions of beliefs and schema regarding agriculture
the agricultural industry (Knobloch & likely influence whether or not they teach
Martin, 2002a). Further, teachers are agriculture in their classroom (Pajares,
motivated if they believe they can perform 1992). If teachers are more likely to teach
the desired tasks and influence the teaching- content and use activities that they believe
learning process with positive outcomes would be beneficial to their students, it is
(Bandura, 1997; Tschannen-Moran, imperative that an investigation of what
Woolfolk Hoy, & Hoy, 1998). Expectancy- elementary and junior high teachers think
value theory suggests that teachers are and believe about integrating agriculture be
motivated if they value what they teach conducted.
based on their interest in the content, the
content’s usefulness, and amount of effort Purpose and Research Questions
they are willing to expend on the content
(Eccles & Wigfield, 2002). Finally, schema The purpose of this study was to explore
theory suggests that a teacher’s mental elementary and junior high school teachers’
picture about a content area or topic shapes beliefs about the benefits and needs of
the way they think about and interpret teaching and learning about agriculture. The
information about the content (Winther et following research questions guided the
al., 2002). Experiences can shape one’s way study: (a) What is the most beneficial thing
of knowing and schema about the content that you teach about agriculture? (b) How
Journal of Agricultural Education 26 Volume 48, Number 3, 2007
Knobloch, Ball, & Allen The Benefits of Teaching and…
do your students benefit most from learning The data from the larger project were
about agriculture? (c) What would you like collected using a questionnaire with three
to know more about in agriculture? open-ended questions to ascertain the
teachers’ beliefs regarding the benefits and
Methods and Procedures needs of teaching and learning agriculture.
A practitioner with 10 years of teaching
Two teams of researchers conducted this experience in public education and four
research project: agricultural literacy years as an agricultural literacy coordinator
coordinators and agricultural education developed the three questions using
researchers. This research study was part of language with which elementary and junior
a larger action research project (Gall, Gall, high school teachers could understand. An
& Borg, 1999) that assessed the beliefs of expert in agricultural education reviewed the
elementary and junior high school teachers instrument for face and content validity.
from eight counties in Illinois to determine Reliability measures of the questions in the
how agricultural literacy programs should be larger project were not conducted because of
changed to meet needs mentioned by the assumption that, when using open-ended
teachers. An agricultural literacy coordinator questions if the participants responded
conducted the larger project. She worked truthfully and accurately, then the data
with a group of five other agricultural would also be consistent and reliable. The
literacy coordinators to help collect the data. first team of researchers typed the teachers’
The six coordinators worked with a target responses to the open-ended questions into a
population of 211 public schools in 59 word processor and reported the teachers’
public school districts in 8 different responses as unanalyzed bulleted lists.
counties. An accessible population of 2,405 For the purposes of this study, a second
elementary and junior high school teachers team of researchers analyzed the word-
was asked to participate because the processed documents of teacher responses in
teachers were located in the counties served the larger project using a post-positivist
by the agricultural literacy coordinators. epistemological stance (Lincoln & Denzin,
The six coordinators assisted with 2000). Paper, pencils, and highlighter
distributing and collecting the markers were used to help create organizers
questionnaires. The agricultural literacy to code and summarize the qualitative data.
coordinators were interested in getting a The researchers created an open coding
large number of teachers’ responses from scheme of the major concepts, central ideas,
all the schools in which they had worked. or related responses (Glesne, 1999). One of
The coordinators delivered the the researchers in the team highlighted and
questionnaires to the teachers at the schools, coded all responses into central themes. The
established a deposit box for completed researcher reflected upon and reviewed all
questionnaires, and returned to pick them themes two weeks later to establish
up at a later date. Nineteen percent of the trustworthiness, and to determine if any
teachers (N = 452) completed the themes could be combined or subdivided
questionnaire. Due to the low response rates into sub-themes. The researcher reviewed
in this study, the results should be all themes with a second researcher as a part
interpreted with caution and not be of a peer debriefing process. Because the
generalized beyond the sample. Among the second researcher did not directly code any
452 participants in the larger project, 52% of the responses, inter-rater reliability was
(N = 234) did not participate in agricultural not analyzed. Frequencies were reported to
literacy inservice education or receive any reflect the magnitude of responses. The
program assistance (e.g., guest speaker), themes were then collapsed into key
38% (N = 162) participated in an categories, and both researchers engaged in
agricultural literacy inservice program or a coaxial coding process to develop the
received services, and 10% (N = 46) did themes reported in the findings section of
not specify if they had received education or this paper.
assistance from an agricultural literacy In an effort to increase trustworthiness
program. and credibility, the researchers reflexively
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Knobloch, Ball, & Allen The Benefits of Teaching and…
situated themselves in the study by contexts in which they taught. Remarks such
identifying their three roles and how their as, “As a first grade teacher,” or “As a 7th
backgrounds may have influenced the grade language arts teacher,” reflect this
research study (Denzin, 2000): (a) notion. Regarding topics of interest,
researchers with constructivist ways of conservation and the environment, food
knowing; (b) interests in teacher beliefs, production, the importance of agriculture to
cognition, and motivation; and, (c) having students’ lives, plants and seed
positive experiences as former teachers and development, agricultural careers, insects,
students in agricultural education. animals, the cycles of life and nature, and
Additional steps were taken to maximize food and nutrition were listed as the most
trustworthiness and believability, and beneficial thing about teaching agriculture
minimize error and subjectivity of the (Table 1).
conclusions (Glesne, 1999; Lincoln & Guba, Not all teachers believed in the benefits
1985). Credibility was developed through of teaching agriculture. Four percent of the
peer debriefing conferences between teachers (N = 14) stated that they did not
researchers who analyzed the data and integrate agriculture in their classrooms.
between the data collection and data analysis Similarly, these teachers also situated
teams. A member check was conducted themselves within the content area and grade
with the agricultural literacy coordinator level in sharing their rationale for not
who conducted the action research project. integrating agriculture in their instruction.
The researchers created an audit trail in The following quote illustrates this finding.
order to compile and reference all “In Language Arts, as an 8th Grade teacher,
information used in the study. Reflexive I have to prepare my students for the state
journaling and direct quoting were also tests. I haven’t found time to teach anything
utilized to establish dependability and to about Agriculture.” This particular teacher’s
ensure accuracy of the evidence. response suggests that teaching agriculture
may not fit her content area and grade level,
Results and Findings may not help her accomplish her goal of
preparing students for the state proficiency
Objective one was to understand the test, or may not have time to teach it. This
beliefs of elementary and junior high school theme of situatedness suggests that fit with
teachers regarding the benefits of integrating content, grade level, and instructional goals,
agriculture into their classrooms. Two as well as lack of time were the main
themes emerged—situatedness and reasons these teachers did not teach
instructional resources—from the 330 agriculture.
teachers who responded to the question,
“What is the most beneficial thing you teach Theme 2: Instructional Resources
about agriculture?” Some teachers expressed that they did
not have instructional resources to teach
Theme 1: Situatedness agriculture. “I have not taught Agriculture
Situatedness is contextualizing the in the classroom. I usually stick to the book
benefits of teaching agriculture as it p r e t ty closely, but I would certainly consider
relates to a teacher’s interests within an it if I had the resources.” Among those who
existing grade level or content area. reported benefits, some teachers discussed
Several teachers discussed the benefits of that guest speakers and curriculum
teaching agriculture as they related to materials were beneficial to teaching
specific topics of interest and the a g r i culture.

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Table 1
Teachers’ Perceived Benefits of Teaching Agriculture (N = 330)

Benefits f %
Conservation and the Environment 105 32

Food Production 55 17

Importance of Agriculture to Students’ Lives (e.g., historical, social, and 36 11
economic impacts on American society; role in culture and
community)

Plants and Seed Development 34 10

Careers 21 6

Insects (e.g., butterflies, bees) 15 5

Animals (e.g., chickens, pigs) 13 4

Cycles of Life and Nature (e.g., growth cycles of plants and animals; 11 3
weather cycles and seasons; water cycle)

Food and Nutrition 5 2
Note. Percentages were based on 330 participants and were rounded to nearest whole number
The second research question was posed about agriculture because they, “live in the
to understand the perceptions of elementary Midwest”, or because they, “live in a rural
and junior high school teachers regarding area” and they felt that it was important for
the benefits of student learning when students to be connected to the lives and
agriculture is integrated in to the classroom. livelihoods that are a large part of their
Teachers (N = 320) reflected on the schools, communities, and/or state.
question, “What do your students benefit the Teachers also indicated a benefit to learning
most from learning about agriculture.” The about agriculture that connected students to
themes of connectedness and authenticity the bigger world. Teachers (N = 73)
emerged from this question. indicated that the concepts students learn
will teach them to be the future stewards of
Theme 1: Connectedness the environment. Responses such as, “Future
First, teachers (N = 169) who shared generations and saving the environment,
their beliefs regarding the student benefits of wildlife, and plant life,” and “They learn to
learning about agriculture discussed how take care of our environment,” illustrated
agriculture provided connections for their this theme. One teacher noted, “They get to
students. Teachers (N = 27) indicated that practice for when they’re grown-ups in
learning agriculture teaches students to charge of their own planet.” Finally, some
appreciate the world that they live in, and in teachers (N = 26) indicated that agriculture
rural areas, to appreciate the farms and fields taught students a sense of connectedness to
that surround them. A teacher shared, life. Teachers indicated that students
“...aware[ness] of importance of agriculture learned about life cycles including how
in their lives and learn to be respectful of the caterpillars grew into butterflies, how
land and its importance.” Some teachers (N chickens hatched from eggs, and in some
= 43) indicated the importance of learning cases the birth of various animals. Further,
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Knobloch, Ball, & Allen The Benefits of Teaching and…
teachers indicated it was important for experiences. Teachers (N = 30) indicated
students to learn the water cycle, to learn that students benefited from the laboratory
how soil was formed, and how the seasons activities, agri-science kits, field trips,
changed. In this case, learning about demonstrations, and guest speakers that
agriculture taught students to be connected provided active learning environments for
to life. The theme of connectedness students. “It’s hands-on!” was a belief
reflected the importance of understanding teachers had regarding student learning of
the ecosystem from ecological and systems agricultural concepts. The theme of
perspectives. authenticity represents the importance of
real, concrete examples and experiential
Theme 2: Authenticity learning.
The second theme that emerged in The third research question was asked to
regard to student learning about agriculture identify elementary and junior high school
was the theme of authenticity. Teachers (N teachers’ needs to know more about
= 133) indicated that agriculture provided agriculture. Teachers were asked to reflect
an authentic learning context for students. upon the open-ended question, “What would
Teachers (N = 6) described the importance you like to know more about in
of learning about agriculture as an authentic agriculture?” The themes of topics and
context for academic subjects. A couple of resources emerged from the 192 teachers
teachers shared, “They can use agriculture who responded.
as a basis for reading, writing, math, social
studies, and language activities,” and “it Theme 1: Topics
expands their knowledge base.” Further, Of the 192 teachers, 58% of the teachers
some teachers (N = 40) described the (N = 111) identified specific topics they
authentic nature of agriculture in regard to would like to know more about in
its importance in the community. “Our agriculture (Table 2). Teachers reported a
school is surrounded by farmland. We study number of topics they needed to know
agriculture and observe it in action.” One more about regarding agriculture
teacher believed that a learning benefit of including: farming, sustainable food
integrating agriculture was its authenticity to production, environment and conservation,
students’ every-day lives or immediate crops and soybeans, insects, by-products,
surroundings. Teachers (N = 57) noted the importance of agriculture, survival of the
ability to create authentic learning farm, business, agriculture issues, careers,
environments through integrating agriculture technology, biotechnology, food safety,
because it could be, “observed in action.” food production, plants and flowers,
Finally, some teachers indicated that animals, pesticides, forestry, food
learning about agriculture was beneficial to processing, dairy, new ideas, farmland use,
students because the learning tasks and relating agriculture to students’
themselves were authentic and based on everyday lives.

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Table 2
Teachers’ Needs: Topics About Agriculture (N = 192)

Topics f %
Farming (e.g. the role of farmers, their occupations, farm life, the business of farming, and 28 15
changes that have occurred in farming)

Sustainable food production system (e.g., organic farming, erosion prevention, crop 21 11
rotation, water quality)

Environment and conservation 17 9

Crops and soybeans 16 8

Insects 12 6

By-Products 10 5

Importance of agriculture, in general 10 5

Survival of the family farm and farm life; big corporate farms vs. smaller farms 10 5

Business, economics, trading, commodity prices, and costs of production 9 5

Issues, history, changes, and future of agriculture 8 4

Agricultural careers 7 4

Technology and farm equipment 6 3

Biotechnology and genetics 5 3

Producing safe and healthy foods (e.g., genetically modified organisms) 5 3

Food production 5 3

Plants and flowers 5 3

Animals 4 2

Pesticides 4 2

Food processing 4 2

Forestry 4 2

Dairy 4 2

New and cutting-edge ideas and products in all areas of agriculture 4 2

Farmland use 3 2

Relating agriculture to students’ everyday lives 3 2
Note. Percentages were based on 192 participants and were rounded to nearest whole number.
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Knobloch, Ball, & Allen The Benefits of Teaching and…
Theme 2: Resources integrating agriculture into their instruction.
Twenty-three percent of the teachers E ight percent of the teachers (N = 17)
(N = 46) listed resources they would like to mentioned they wanted to know how to
know more about in agriculture. Resources integrate agriculture in all content areas as
mentioned were: curricula, units, and well as specific content areas such as
lessons; projects and activities; field trips; science, geography, history, economics,
guest speakers; Agriculture in the Classroom language arts, and math. Seven
program; videos; student-focused resources percent of the teachers (N = 15) mentioned
and experiences; facts and terms about they wanted resources that were
agriculture; and, other resources (Table 3). grade-level appropriate for kindergarten
Related to instructional resources, 13% of through 8th grade. Eight of these 15 teachers
the teachers (N = 26) mentioned that they wanted resources at the K-1 grade levels.
would like to know more about

Table 3
Teachers’ Needs: Resources About Agriculture (N = 192)

Resources f %
Curricula, units, and lessons 11 6

Projects and activities 6 3

Field trips 6 3

Guest speakers 6 3

Agriculture in the Classroom program 6 3

Videos 6 3

Student-focused resources and experiences (e.g., take home to share with families; 5 3
real-life farm experiences for students)

Facts and terms about agriculture 3 2

Other resources (e.g., in-service education, websites, free materials, 7 4
games, stories, kits, and Extension)
Note. Percentages were based on 192 participants and were rounded to nearest whole number.
Conclusions, Implications, and knowledge base that the integration of
Recommendations agriculture into the general curriculum
would help students learn based
Three themes emerged from the upon the arguments of experiential learning
teachers’ beliefs regarding the benefits of (Dewey, 1938; Mabie & Baker, 1996),
integrating agriculture into their classrooms. a community-based curriculum (Fasheh,
Teachers believed that agriculture 1 990), and authentic or applied
provided situatedness, connectedness, and learning in real-life situations (Wehlage et
authenticity to teach their content a l . , 1 9 9 6).
areas to their students. These conclusions First, teachers who shared their beliefs
were aligned with the existing r e g a r ding the benefits of teaching
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Knobloch, Ball, & Allen The Benefits of Teaching and…
agriculture situated themselves in their lives, and teachers believed teaching and
content areas and grade levels and saw learning in agriculture was connected to
agriculture as a venue to teach their content real-life experiences, concrete examples, and
to students. This conclusion supports the lessons that were hands-on. Current
benefits of interdisciplinary education. research in teaching and learning indicates
Boix-Masilla et al. (2000) and Grossman et that learning is most meaningful when it is
al., 2000) found that students see different situated in authentic environments and when
perspectives about a topic and develop students can interact with or inquire into
greater knowledge of other content areas. rather than be instructed into material
Teachers in this study acknowledged that (Mabie & Baker, 1996; Wehlage et al.,
agriculture provided the contexts to discuss 1996). This finding supports Dewey’s
and apply the content they taught to their (1938) philosophy that learning should be
students. It is important to understand that experienced in real-life contexts, yet Trexler
teachers situate themselves within their et al. (2000) found that teachers did not feel
classrooms—both grade level and content— that hands-on, experiential learning was
in finding value and fit to integrate and teach practical due to financial limitations.
agricultural topics and concepts to their Agricultural literacy professionals should
students (Knobloch & Martin, 2002a). continue to promote and develop
Further studies should investigate teachers’ agricultural education for the meaningful
instructional goals and how students’ learning it evokes in students. Further
learning and perspectives are impacted by research is needed to determine the impacts
learning about agriculture in the context of of experiential learning environments in
academic content areas. agriculture on student development across
It was also concluded that elementary the different academic content areas.
and junior high teachers in this study Researchers should explore various ways
believed that agriculture provided agriculture provides authentic contexts and
connections for their students. Trexler et al. factors that enhance learning.
(2000) found that few elementary and Although most teachers shared benefits
middle school teachers believed it was
of teaching agriculture, some teachers
important for students to understand the
expressed that they did not teach agriculture
connections between humans, the food
in their classrooms. A number of teachers
system and the environment. This study was
shared topics and instructional resources
similar to Trexler et al.’s findings, except
Michigan teachers emphasized the role of they wanted to know more about regarding
food and nutrition in students’ lives. agriculture. These topics and resources were
Agricultural literacy initiatives should focus similar to Trexler et al.’s (2000) study.
on helping teachers make connections with
Similarly, Trexler and Hikawa (2001) found
the environment, how food is produced, and
that teachers’ experiences and available
the importance of agriculture in students’
resources influenced the development and
lives. An important implication is the
avenue agriculture provides to help students use of agricultural curriculum materials, and
learn about the ecosystem. Agriculture that there was a lack of curriculum materials
provides a context to discuss the inter- to teach connections with the agri-food
relationships between nature and human system (Trexler et al.). Teachers in
needs. Further inquiry should look at the
this study were most interested in
benefits teachers have regarding agriculture
understanding farming, sustainable food
and the ecosystem.
production systems, and the environment.
The third conclusion regarding the
benefits of integrating agriculture in the Agricultural literacy initiatives should focus
classroom was that teachers in this study on helping teachers understand the farming
believed that agriculture provided an system and the various trade-offs and
authentic learning context for students.
consequences of using different food
Teachers discussed agricultural topics as
production systems. Education about
easily transferred to students’ everyday
Journal of Agricultural Education 33 Volume 48, Number 3, 2007
Knobloch, Ball, & Allen The Benefits of Teaching and…
agriculture within the ecosystem should be teachers in regard to agricultural literacy.
further developed and connections should be First, agricultural literacy professionals
explored with environmental literacy incorporated environmental education into
initiatives. Teachers’ schema about their agricultural literacy inservice
agriculture and the environment should be workshops and changed their local
further investigated to help agricultural programming efforts to be more marketable
educators meet the needs of more teachers to teachers who might integrate agriculture
regarding the integration of agriculture and into their classrooms. Second, a team of
the environment. agricultural literacy researchers developed
questionnaires to assess teacher motivation
Contributions to the Field regarding the integration of agriculture
and the environment in elementary
This study is an example to inform classrooms.
practitioners and researchers of the
advantages and limitations of action References
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