Preservice teachers’ perceptions of science integration into secondary agriculture classrooms

Nathan Conner,Christopher Stripling,Jamie Loizzo

doi:10.37433/aad.v1i3.49

Abstract

After completing a 40-hour field experience course, 26 preservice teachers participated in interviews about their experiences observing science integration in secondary agriculture classrooms. Based on Bandura’s social cognitive theory, researchers analyzed interview transcripts for preservice teachers’ descriptions of perceived preparedness to integrate science into agricultural education programs based on personal, environmental, and behavioral determinants. Findings indicated the integration of science concepts were reliant upon participants’ perceived integration ability, importance of science knowledge, consequences of science integration, application of hands-on learning, practical application of science in agriculture, and the influence of colleague collaboration on the learning environment. From their observations, preservice teachers cited specific instances of academic science concepts relating to agriculture, which they perceived as an applied science. While natural ties to biology and chemistry appeared in classroom lessons, preservice teachers held a belief that agricultural education is a unique practical context for learning and integration of science, but too much science integration is seen as a threat to agricultural education. Many preservice teachers noted the environment surrounding their future agricultural classrooms will play a large role in how they integrate science. Future research should further investigate how behavioral, personal, and environmental factors influence science integration.

Highlights

Introduction and Problem StatementEducational reform movements have increased pressure to improve student performance in science, technology, engineering, and mathematics (STEM; National Academies of Sciences, Engineering, and Medicine, 2017; Sanders, 2009)
The American Association for Agricultural Education calls for effective integration of STEM content into agricultural curricula through the adequate preparation of teachers to facilitate the process (Roberts et al, 2016)
Floden and Meniketti (2005) found preservice teachers’ coursework led to basic knowledge, but it did not provide an adequate understanding of content and scientific process

Summary

Introduction

Introduction and Problem StatementEducational reform movements have increased pressure to improve student performance in science, technology, engineering, and mathematics (STEM; National Academies of Sciences, Engineering, and Medicine, 2017; Sanders, 2009). The American Association for Agricultural Education calls for effective integration of STEM content into agricultural curricula through the adequate preparation of teachers to facilitate the process (Roberts et al, 2016). Floden and Meniketti (2005) found preservice teachers’ coursework led to basic knowledge, but it did not provide an adequate understanding of content and scientific process. We seek to understand preservice teachers’ perceptions of science integration in secondary agricultural education after observing teacher instruction as part of a field experience course. This information should allow teacher educators to address preservice teachers’ perceived knowledge or skill deficiencies, concerns, and misconceptions

Objectives

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Results