Agriculture Teacher Perceptions of Preparation to Integrate Science and Their Current Use of Inquiry Based Learning

Abstract

The purpose of this study was to determine the perceived competence of agricultural education teachers in integrating science and use of inquiry based teaching techniques in agricultural education programs. Objectives included describing agriculture teacher perceptions of teacher preparation program needs based upon their personal competence to integrate science into the agricultural education curriculum, identifying factors influencing agriculture teachers’ current and planned levels of science integration in the agricultural education programs, and describing the use of inquiry based teaching techniques in agricultural education programs. The population for the study was all secondary agriculture teachers in Florida. A total of 217 teachers participated for a 61.1% response. It was found that although agriculture teachers feel prepared to integrate science, they also believe more should be done to prepare future teachers to do so. Furthermore, nearly three fourths of the participants intended to increase their level of science integration. Finally, teachers reported using teacher–oriented inquiry strategies nearly three times per week, while they reported using student–oriented inquiry nearly once per month.