Secondary school agricultural teachers understanding of the differences between agricultural

84 Pages·2017·3.89 MB·English

Iowa State University Capstones, Theses and
Graduate Theses and Dissertations
Dissertations
2014
Secondary school agricultural teachers
understanding of the differences between
agricultural awareness and agricultural literacy in
Iowa
Ashley Nicole Eason
Iowa State University
Follow this and additional works at:https://lib.dr.iastate.edu/etd
Part of theAgriculture Commons, and theOther Education Commons
Recommended Citation
Eason, Ashley Nicole, "Secondary school agricultural teachers understanding of the differences between agricultural awareness and
agricultural literacy in Iowa" (2014).Graduate Theses and Dissertations. 13740.
https://lib.dr.iastate.edu/etd/13740
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Secondary school agricultural teachers understanding of the differences between
agricultural awareness and agricultural literacy in Iowa

by

Ashley Nicole Eason

A thesis submitted to the graduate faculty

in partial fulfillment of the requirements for the degree of

MASTER OF SCIENCE

Major: Agricultural Education

Program of Study Committee:
Robert Allen Martin, Major Professor
Michael Steven Retallick
Patricia Leigh

Iowa State University

Ames, Iowa

2014

Copyright © Ashley Nicole Eason, 2014. All rights reserved.
ii

DEDICATION

Dedicated to my Husband Jarrett Eason and to my Parents David and Robin Batts Sr.
iii

TABLE OF CONTENTS

Page
LIST OF TABLES ..................................................................................................... v
ACKNOWLEDGEMENTS ....................................................................................... vi
ABSTRACT………………………………. .............................................................. vii
CHAPTER 1 INTRODUCTION .......................................................................... 1
CHAPTER 2 REVIEW OF LITERATURE ......................................................... 6
CHAPTER 3 METHODOLOGY ......................................................................... 16

CHAPTER 4 RESULTS AND FINDINGS OF THE STUDY ............................. 26
CHAPTER 5 DISCUSSION OF THE RESULTS ................................................ 37
CHAPTER 6 CONCLUSIONS ............................................................................ 44
REFERENCES .......................................................................................................... 48
APPENDIX A ............................................................................................................ 53
APPENDIX B ............................................................................................................ 57
APPENDIX C ............................................................................................................ 74
iv

LIST OF FIGURES

Page

Figure 1 Agricultural Awareness and Literacy Framework ..................................... 21
v

LIST OF TABLES

Page
Table 1 Gender of Respondents .............................................................................. 27
Table 2 Distribution of Respondents ...................................................................... 27
Table 3 Distribution of Agricultural Education Teachers’
Highest Level of Education Attained ......................................................... 27
Table 4 Distribution of Agricultural Education Teachers’
Years of Teaching Experience ................................................................... 28
Table 5 Distribution of Male Respondents ............................................................. 28
Table 6 Distribution of Female Respondents .......................................................... 29
Table 7 Distribution of Agricultural Education Teachers’
Agriculturally Related Jobs ........................................................................ 29
Table 8 Perception of Secondary Agricultural Teachers Total Population ............ 30
Table 9 Perception of Male Secondary Agricultural Teachers .............................. 32
Table 10 Perception of Female Secondary Agricultural Teachers .......................... 34
vi

ACKNOWLEDGEMENTS
I would like to thank my committee chair, Dr. Robert Martin, for your continuous
guidance and support throughout this entire journey. I greatly appreciate everything you
have done for me as you have been a constant supporter throughout my academic journey.
I would also like to thank Dr. LaJoy Spears, Dr. Antoine Alston, and Dr. Chastity
English, for your guidance and your willingness in helping me to succeed. You have been
such an inspiration to me and I appreciate you more than you know. In addition, I would also
like to thank my committee members, department faculty, staff, and colleagues for making
my time at Iowa State University a wonderful experience. I want to also offer my
appreciation to those who were willing to participate in my survey, without whom, this thesis
would not have been possible.
Finally, I would like to thank my husband Jarrett Eason for always encouraging me to
be the best person I can be and to do my absolute best. I would like to thank my parents, my
family, Meneka D. Johnson, and all of my friends for their encouragement, patience, respect,
and love. Thank you all for always being there when I needed you the most.
vii

ABSTRACT
The focus of this study was an assessment of the understanding of the concepts of
agricultural awareness and agricultural literacy as perceived by agricultural education
teachers. The purpose of this study was to identify perceptions of agriculture teachers
regarding the understanding of the concepts of agricultural awareness and agricultural
literacy in the study of agriculture in the state of Iowa. To also develop consensus definitions
of agricultural awareness and agricultural literacy. Data provide information for
development of a framework for education in and about agriculture and the life sciences. We
can conclude from the study there is no consensus definition for agricultural awareness and
agricultural literacy among agricultural educator teachers in Iowa. Since there is not a
consensus definition for agricultural awareness and agricultural literacy, there is not a clear
understanding of the two definitions. There needs to be consensus definition of agricultural
awareness and agricultural literacy taught to agricultural educators at the collegiate level.
There needs to be a consensus definition of agricultural awareness and agricultural literacy
taught in the elementary, middle and high school, and agricultural programs such as FFA,
4H, and agricultural fairs. It is recommended that the Agricultural Awareness and Literacy
Framework Model that was developed in 2008, should be used in both formal and non-
formal educational settings. The course curricula at a formal educational institution can be
designed in such ways that they impart the interest in agriculture at the elementary level and
knowledge and expertise at high school and post-secondary levels, respectively. If
knowledge is imparted by the time students leave the high school, they can make informed
decisions regarding careers and their concerns about food and their environment.
1

CHAPTER 1
INTRODUCTION

Agriculture has been very important for the United States and has “fed, clothed, and
provided building materials for millions of Americans” (p.63) and people of other countries
(Harris & Birkenholz, 1996). America’s food and fiber systems determine the general welfare of
its public (Leising, Pense, and Portillo, 2003). According to the National Research Council
(1988), much of the American general public is unaware of where and how the food they eat is
produced. In addition, many people are not aware of the career opportunities in the food and
natural resource industry. This information indicates the need for educating people about
agriculture. In order to achieve this goal, it is important to determine what constitutes
agricultural awareness and agricultural literacy.
“The knowledge and perception of agriculture held by students and adults…” is referred
to as agricultural literacy (Wright, Stewart, & Birkenholz 1994). In order to find a consensus
definition for agricultural literacy, Frick, Kahler, and Miller (1991) surveyed 78 professionals
from all over the United States and defined agricultural literacy as “… possessing knowledge and
understanding of our food and fiber system. An individual possessing such knowledge would be
able to synthesize, analyze, and communicate basic information about agriculture” (p.52)
Statement of the Problem
Agricultural knowledge systems play a central role in developing and disseminating
knowledge, information and technologies relevant to improving global food security and
environmental sustainability (Acker, 1999). Basic agricultural knowledge includes: production of
plant and animal products, the economic impact of agriculture, its societal significance,
agriculture’s important relationship with natural resources and the environment, the marketing
and processing of agricultural products, public agricultural policies, the global significance of
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agriculture, and the distribution of agricultural products (Balschweid, Thompson, and Cole,
(1997)
The notion of agricultural literacy, since its inception, has been based on the premise that
every person should possess a minimum level of knowledge of the industry, which produces and
markets food needed for human survival. Consumers, as well as policy makers, need to be
“agriculturally literate” in order to respond appropriately as issues arise (Frick, Birkenholz, and
Machtmes, 1995). To address the problem of society, which has become increasingly illiterate
(in an agricultural sense) with each passing generation (Birkenholz, 1990), there was a need to
assess the knowledge and perceptions of selected United States citizens regarding agriculture,
food, and food production.
Although agricultural literacy and agricultural awareness are closely related, the term
agricultural awareness was used for this study and was conceptualized as “experiencing or
exploring agriculture as it relates to the subject matter being studied or context of life being
lived; the ability to identify the connections of agriculture to areas of study or life” (Knobloch,
1997, p.12)
Knobloch and Martin (2002) underscored the need for agricultural awareness while
linking the philosophical basis for agricultural literacy to Dewey’s early philosophy on
experiential learning (Pense, Leising, Portillo, and Igo, 2005).
Perhaps a greater problem is that many people perceive agriculture as only farming and
ranching. This perception is evident in children. Elementary school children interpret the
industry as the farmer, the cow, the tractor, the rancher, and many other stereotypes (DeWerff,
1989). Many times children have the idea that food simply comes from the store (Blackburn,
1999).