Abstract
As American agriculture becomes more scientific and technological, more science knowledge and skills are demanded of its workforce. Neville Clarke, Director of the Texas Agricultural Experiment Station stated, “Today, agriculture needs a new infusion of science and technology and new capabilities that will restore and enhance the competitiveness of U.S. agriculture in the work market place” (Clarke, 1986, p. 37). To address this problem many agriculture teachers have sought to consciously integrate science concepts into the courses they teach. Roegge and Russell (1988) conducted a study to determine how well agriculture and biology could be integrated in a high school setting. They found that the integrated approach was superior to the traditional approach in producing higher overall achievement.
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