Agricultural Science Teachers Research Articles

Teachers’ Perceptions and Practices of Inquiry-Based Teaching and Learning Using CASE Curriculum

Curriculum for Agricultural Science Education (CASE) was first offered in 2007 with two foundational courses built on inquiry-based learning. Ten courses are now offered, each requiring intensive training and teacher development for effective use. Guided by National Science Education standards and a constructivist learning theory framework, the study used online survey research methods to explore teachers’ perceptions of and practices associated with inquiry-based teaching and learning when using CASE curriculum. A survey link was distributed in September 2018 to teachers certified in an introductory CASE course (Agriculture, Food, and Natural Resources) and a higher-level, more inquiry-based CASE course (Food Science and Safety) for comparison. The online questionnaire was completed by 392 participants for a usable response rate of 32%. Major findings in the study included (1) participants in both groups have an understanding of open inquiry but struggled in identifying structured and guided inquiry; (2) participants over-estimated the amount of open inquiry in the curriculum; and (3) participants showed mixed interpretations of inquiry-based and problem-based instruction among both groups. Participant ratings of the CASE curriculum were generally favorable, although results showed that teachers frequently remove or skip lessons and teach courses in a semester or quarter format, contrary to CASE recommendations. Findings are discussed in the context of improved training and other recommendations to help teachers use the curriculum in its intended manner and to get the most benefit from its use.

Effectiveness of Demonstration-Brainstorming on Student’s Performance in Agricultural Science

This study examined the comparative effects of demonstration and brainstorming methods on students’ performance in agricultural science in Zamfara State, Nigeria. Pre-test post-test quasi experimental design was adopted for the study. The population of the study consisted of 12770 SSII agricultural science students during 2017/2018 academic session in Zamfara State. A sample of 80 students (40 males and 40 females) was used as an intact class. Data was collected using a multiple-choice test consisting of 30-items developed by the researchers. Data collected was analysed using descriptive statistics in form of mean and standard deviation while the null hypotheses were tested using t-test analysis. The study results indicated that, there is no significant difference in the academic performance of male and female agricultural science students using demonstration method. But male students performed significantly better than their female counterparts in brainstorming method. Yet, both groups of the students significantly did better in demonstration method than in brainstorming method. The study recommends among others that, agricultural science teachers should always make use of demonstration in teaching agricultural science while governments through ministries of education should provide schools with necessary facilities needed for effective demonstration.

Effects of Iron Rates on Growth and Development of Young Huanglongbing-affected Citrus Trees in Florida

Essential nutrients for citrus [‘Bingo’ (Citrus reticulata, Blanco)] production are important for different functions, including photosynthesis, resistance to disease, and productivity. During the past 15 to 20 years, citrus production in Florida has significantly declined as a result of the devastating citrus greening disease also called huanglongbing (HLB). Therefore, a greenhouse study was conducted for 2 years, starting in 2018, at the University of Florida/Institute of Food and Agricultural Sciences Citrus Research and Education Center in Florida to evaluate the effect of varying rates of iron on the growth and development of 2-year-old HLB-affected ‘Bingo’ (Citrus reticulata, Blanco) trees on Kuharske citrange rootstock. Four treatments were used in a randomized complete block (HLB status) design with seven single tree replicates for each treatment. The treatments applied were 0.0 (control), 5.6 (standard fertilization, lx), 11.2 (2x), and 22.4 (4x) kg⋅ha−1 iron on HLB-affected and healthy (non-HLB) citrus trees. Data including trunk diameter, tree height, and leaf samples were collected, processed, and analyzed at 3-month intervals for 2 years. At the end of the second year, trees were destructively sampled and processed as above-ground and below-ground biomass. Tree heights were different among iron rates of HLB-affected trees (P < 0.001); however, they were similar for non-HLB trees for both years. Higher average trunk diameters (P < 0.001) were observed for HLB-affected trees that received the 2x rate compared with the 1x rate and the control. In 2019, non-HLB trees showed 13% to 40% higher iron concentrations in leaves than HLB-affected trees. However, leaf iron concentrations were comparable for HLB-affected and non-HLB trees in 2020. Above-ground biomass for HLB-affected trees had between 33% and 44% more biomass (P < 0.01) than below-ground biomass for the corresponding iron fertilization. Iron accumulation correlated positively with all studied nutrients in the above-ground parts for both HLB-affected and non-HLB trees. A 95% confidence interval at which total biomass was nearly maximum corresponded to an iron rate of 9.6 to 11.8 kg⋅ha−1, which was close to the 2x rate. Therefore, soil iron application using the aforementioned rates may be appropriate for better growth and development of young HLB-affected trees.

An Appraisal on the Readiness of Secondary Schools toward the Attainment of Self-Reliance through Agricultural Science Education in North East Nigeria

This paper examined the readiness of secondary schools toward the attainment of self-reliance through agricultural science education. Survey research design was adopted for this study. The population of the study comprises of all SSIII students and teachers of agricultural science in the nine selected secondary schools in the north eastern part of Nigeria. Data was collected using researcher’s developed questionnaire on four Linkert scale. The data collected was analyzed using descriptive statistics. Some of the major findings of this research was; Nigerian agricultural science curriculum is appropriate in terms of goal and content in making students to be self-reliant after graduation, facilities and equipment for the teaching of Agric science are not adequate in meeting the need of students. Some recommendations were made; funds should be made available for the purchase of equipment for the teaching of practical, awareness should be created to students on the importance of Agric science in making them self-reliant.

Exploring the Decline of Agricultural Science Teachers in South African schools: A Case Study

The Department of Basic Education in South Africa is experiencing a shortage of Agricultural Science teachers since their numbers are drastically decreasing. Several schools are failing to recruit appropriately qualified Agricultural Science teachers. This decline seems to be worsening annually. It is not peculiar to the Kwa-Zulu Natal Department of Education Kwa-Zulu Natal province only but seems to be a national phenomenon. This study aims to identify and analyse the causes of the decline of Agricultural Science teachers in the Provincial Department of Education. A qualitative method of research was employed. Data was collected by interviewing respondents on either cell phones or telephones. The findings revealed severe shortages of Agricultural Science teachers in Kwa-Zulu Natal schools. However, it is not peculiar to the Kwa-Zulu Natal Department of Education only, but it seems a national phenomenon. The study recommended, among other things, a clear line of the communication channel between the national Department of Basic Education, Kwa-Zulu Natal Department of Education and the Department of Higher Education and Training to facilitate at local, provincial and national levels, a comprehensive recruitment and training plan for the Department of Basic Education. The study also recommended the introduction of a Bachelor of Education degree with a specialisation in Agricultural Science in some universities, especially in rural areas.

Investigating the link between Self-Concept and Job Performance of Agricultural Science Teachers in selected Secondary Schools in Namibia’s Zambezi Region

A teacher’s job performance is impacted by diverse components including, among others, the individual self-concept in teaching a particular school subject. The teacher’s self-concept is the perception or belief that he/she has about his/her psychological well-being and occupational satisfaction. The study investigated the job performance self-concept of Agricultural Science teachers in selected secondary schools in Zambezi Region of Namibia. A qualitative research design involving an individual face-to-face interview was used to collect data on teachers’ job performance self-concept from a sample of 12 participants. The study used purposive sampling to select the 12 participants made up of 6 male and 6 female Agricultural science teachers currently teaching in the study area. The results of the study revealed that the majority of the participants were proficient in both theory and practical skills, while a handful further indicated that they could identify the needs of the syllabus and that of the learners. These components were considered essential in nurturing learners’ achievement in Agricultural Science. The study further revealed that gender plays no significant role concerning teacher’s competencies in teaching Agricultural Science in the Zambezi region. However, it was found that the participants who had more years of Agricultural Science teaching experience were better equipped with subject content knowledge than their less experienced counterparts.

College Freshmen Perceptions of the High School CASE Experience

Inquiry-based and problem-based learning are teaching strategies that classrooms across the United States are utilizing. Many agricultural education programs have incorporated hands-on or experiential learning activities, not only to teach their students, but to allow students to develop different skills to be successful within the agricultural industry. This study focused on students’ perceptions of Curriculum for Agricultural Science Education (CASE). Leagans Major Elements in a Teaching-Learning Situation was the framework for this study. Students indicated through focus groups that hands-on experiences and activities worked well in allowing them to learn the curriculum. Students indicated a strength of the CASE curriculum was the objectives that guided the learning. Challenges students experienced were with equipment and instructions that were lengthy and wordy. Future research should focus on a larger audience in multiple high school CASE certified programs across the country as well as identify administrator’s perceptions of the benefits and challenges of CASE.

Implication of Agricultural Science Education on the Development of the Nigerian Economy

The introduction of agricultural education in Nigeria educational system is necessary as it helps learners acquire knowledge and skills in agriculture which will improve the quantity and quality of agricultural production with a view to better the living standard of the people. Agricultural education has been progressing overtime due to the benefits derived from agriculture. The agricultural sector is a major source of livelihood for most citizens, but the paper noted that production hurdles have significantly stifled the performance of the sector. The paper argued that if the problems bedeviling agricultural sector as well as agricultural education such as inadequate funding, low societal acceptance, lack of qualified manpower, lack of good roads and infrastructures among others can be addressed, the Nigerian economy will be in a better shape as it relates to food security, employment of the youth and provision of raw materials. The paper finally concluded that agricultural education is an innovative programme aimed at self-reliant and employment creation in the country. Apart from the income generation and economic empowerment it can give to the youths, it preoccupies them and keep their minds out of mischief and violence, thereby, enhancing peace and national security which are of utmost importance to the Nigerian economy, and recommends adequate funding to acquire necessary tools and equipment, qualified teaching personnel and in-service training for the teachers as well as incentives for learners of agricultural science.

Variable Manganese Rates Influence the Performance of Huanglongbing-affected Citrus Trees in Florida

Improving nutrient uptake and tree health play an important role in managing Huanglongbing (HLB)-affected citrus trees in Florida. A greenhouse experiment was conducted to evaluate the effect of increasing rates of manganese (Mn) on growth and development of sweet orange [Citrus sinensis (L.) Osbeck] trees at the University of Florida’s Institute of Food and Agricultural Sciences (UF/IFAS) Citrus Research and Education Center in Lake Alfred, FL. Half the trees were graft-inoculated with the HLB pathogen and the remainder were used as the HLB-free (non HLB) control trees. Four rates of Mn (0.0 kg·ha−1 Mn (Control), 5.6 kg·ha−1 Mn (1x—standard rate), 11.2 kg·ha−1 Mn (2x—standard rate), and 22.4 kg·ha−1 Mn (4x—standard rate) were split applied quarterly to both sets of the trees in a completely randomized design. There were seven single tree replicates for each treatment. Response variables measured were trunk diameter, tree height, leaf Mn concentration, plus above- and belowground biomass. The accumulated Mn in leaf tissues significantly increased trunk diameter but did not affect tree height for both HLB-affected and non-HLB trees, the 2x rate had the maximum value for trunk diameter relative to the 4x rate. This study established a positive correlation between soil available Mn with Fe and Cu, but negative correlation with B and Zn. A strong correlation of −0.76, −0.69, and 0.65 was observed between soil Mn and B, Zn, and Cu, respectively, as compared with 0.49 with Mn and Fe. Among HLB-affected trees, the 2x rate gave the most belowground dry matter, which was 3% greater than the control and 5% greater than 4x. Aboveground dry matter had at least 30% more biomass than belowground matter among all treatments within HLB-affected trees. For small and medium roots, Mn accumulation increased with Mn application until 2x rate and decreased thereafter for HLB-affected trees. The results from our study showed an Mn rate of 8.9–11.5 kg·ha−1 Mn, as the optimum Mn level for young ‘Valencia’ HLB-affected trees in Florida.

Development of Instructional Package on Cassava Enterprises for the Training of Secondary School Graduates in Ebonyi State Skill Acquisition Centres

The cassava enterprise aspect of agricultural skill acquisition does not exist in the state skill acquisition centre for training secondary school graduates. This study therefore sought to develop work-skills in cassava enterprises for training of secondary school graduates in Ebonyi State skill acquisition centers. Three research questions guided the study. Survey research design was adopted. The population for the study was 500 made up of 450 registered cassava farmers and 50 agricultural science teachers. Simple random sampling technique was used to select 153 respondents. The instrument was a questionnaire used to elicit information from the respondents for developing the training package. Three experts validated the instrument. Data collected through the instrument were analyzed using mean and standard deviation for answering research questions. The results indicate 16 work-skills on cassava production practices, 10 work-skills on processing and 8 work-skills on marketing activities. These work-skills formed the training package. It was then recommended that the administrators of skill acquisition should use the training package for training. The state government should mobilize secondary school graduates for the training on the identified work-skills in the skill training centers. Keywords: instructional package, cassava enterprise, training, graduates, skill acquisition DOI: 10.7176/JEP/13-9-03 Publication date: March 31 st 2022

Strategies for Effective Teaching of Practical Agriculture for Self-Employment in Senior Secondary Schools Bayelsa State, Nigeria

The main objective of this study is to examine strategies for effective teaching of practical agriculture for self-employment in senior secondary schools in Bayelsa State, Nigeria. The study adopted descriptive survey research design. The population of the study consist of 190 (121 urban and 69 rural) Agricultural Science teachers in senior secondary schools in Bayelsa State. The population of the study was also adopted as the sample since it was manageable. The instrument for data collection for the study was a structured questionnaire consisting of 22 items. Three research questions and corresponding hypotheses were raised for the study. Mean and standard deviation were used to analyze the research questions and the independent t-test statistic was used to test the null hypotheses at.05 level of significance. The findings revealed that, effective teaching of practical agriculture enhances students’ performance in the world of work; there was no significant difference between the mean responses of Agricultural science teachers on strategies for effective teaching of practical agriculture for self-employment in senior secondary schools in Bayelsa State, Nigeria. It was therefore recommended that, Government should improve funding of secondary schools as practical remains the back-bone of agricultural knowledge acquired in schools.

Barriers to Becoming CASE Certified as Seen by Agriculture Educators

There is a need to improve science comprehension in the United States. Incorporating scientific principles into the study of food production provides context to engage youth in STEM education. The Curriculum for Agricultural Science Education (CASE) is an inquiry-based program that stimulates scientific engagement. While agriscience teachers believe in the concept, less than 20% are certified in Nebraska to teach CASE. Twenty-five active agriscience teachers, who were not CASE certified, individually discussed their reluctance to become CASE certified. Most research participants had a positive view of CASE but were concerned about the apparent stringent program structure. They questioned individualizing the CASE model for different teaching styles and programs. Three primary barriers to CASE certification were identified: cost, time, and administrative support. Although scholarships were available to cover certification costs ($2,500-$3,000) in Nebraska, participants questioned funding needed equipment and supplies to implement the program. Traditional CASE certifications require 50-100 hours of intense training, and participants opposed trainings that exceeded five days due to personal and professional obligations. Teachers also believe school administrators lack knowledge of CASE benefits. For the widespread implementation of CASE, certification trainings need to be more concise, implementation costs minimized, and school administrators informed of benefits.

Student Experiences of a Social Justice-based Agricultural and Life Science Education Course at an 1862 Land-Grant University

Agricultural and Life Science (AgLS) research tends to focus on the need for a globally competent workforce prepared to work with diverse populations. However, as AgLS education mirrors society, minoritized populations in AgLS are marginalized and othered. Further, AgLS curricula continues to frame agriculture through a white male lens; consequently, current and prospective students note the lack of educational curricula focused on the experiences of marginalized populations. The purpose of this single-case study was to explore students’ learning experiences in a new interdisciplinary social justice-based graduate course focused on historical and contemporary diversity, equity, access, and inclusion (DEAI) issues in AgLS. Findings are organized into four areas: (1) what students enjoyed most in the course, (2) race and representation, (3) students’ perceptions of learning experiences and outcomes, and (4) suggestions for improvement. Students reported most positively on the readings, class discussions, and assignments (i.e., op-ed and social justice initiative). Regarding race and representation, students reported taking the course because they were seeking perspectives outside of the whitestream perspectives they had previously been exposed to, and because Black students were seeking agricultural diversity courses taught by Black faculty. Students reported positively regarding their experiences and learning outcomes. Last, students gave suggestions regarding the final research paper, course topics, and the number of weekly readings required. This study illuminated the need for AgLS educators to better address and embed DEAI in agricultural contexts, decenter whiteness in AgLS curricula, and work harder to diversify their faculty ranks.

Limiting factors in stimulating and sustaining interest in psycho-productive skills acquisition in secondary school agricultural science

In the study reported on here we investigated factors impeding the stimulation and sustenance of students’ interest in the acquisition of psycho-productive skills in senior secondary school agricultural science. We used the classical design for change experiments or before-after measures as the research design. Two methods of teaching, namely demonstration and conventional teaching were used with the experimental and control groups (87 subjects) from 2 schools in the Ijebu-East Local Government Area, Ogun State, Nigeria. A self-reporting scale exposed the students’ perceptions of limiting factors such as seeing agriculture as a dirty job, a school subject meant for never-to-do-well, dull students, and as punishment for erring students. Of the 12 factors listed as stimulating and sustaining students’ interest, the subjects identified 8 as limiting ones. The results from the mean, standard deviation and t-test indicate that there was significant difference between the factors identified by the experimental and control groups. The results also reveal that there was a significant difference in the factors identified by male and female subjects. This could have been as a result of gender stereotyping regarding agricultural practices in some parts of the study area. It was suggested, among others, that the agricultural science teacher should make efforts to incorporate innovative teaching approaches like demonstration methods in classroom practice coupled with infusion of practical periods to enhance psycho-productive skills acquisition. The vocational agriculture curriculum should include an approach to easily measure a combination of psycho-productive, affective and cognitive skills rather than mere cognitive skills.

Irrational career beliefs in agricultural education students, demographics, impacts, and rational career education intervention.

Background:Studies have shown that a good number of students admitted into Agricultural Science Education program in Nigerian universities exhibit irrational career interest which affects their perceptions, feelings, and academic behaviors. This study, therefore, explored the effect of rational emotive career education on irrational career beliefs among students enrolled in agricultural education program in federal universities in Enugu state. Three null hypotheses guided the study.Method:Of the population (N = 79 students) targeted for the study and who underwent a screening exercise, 61 students were recruited as participants/sample size for the study. Sequence allocation software was used to assign 31 students into experimental groups and 30 into waitlisted control group. Participants in the intervention group received a rational emotive career education program that lasted for 12 sessions while those in waitlisted group did not receive the intervention. The participants in both groups were assessed at three points (Time 1, Time 2, and Time 3) using rational and irrational belief scale. A repeated measure (ANOVA) and partial eta square statistical tools were used to analyze the data collected.Result:This study result showed that rational emotive career education significantly reduced irrational career beliefs among students enrolled in Agricultural Science Education program exposed to intervention group compared to those in waitlisted control group. It also showed that there was time × group interaction for irrational career beliefs. The follow-up assessment indicated that the efficacy of rational emotive career education was sustained overtime.Conclusion:This study concluded that rational emotive career education is beneficial in reducing irrational career beliefs of university students enrolled in Agricultural Science Education program. Recommendations were also made in line with the results.

Availability and Utilization of E-Learning Technologies in Teaching Agricultural Science in Senior Schools in Ilorin South L.G.A, Kwara State

E-learning technologies are necessary to meet the challenges of the contemporary world education competitiveness in scientific and technological advancement. This study investigated the Availability and utilization of e-learning technologies in teaching agricultural science in senior schools in Ilorin South L.G.A, Kwara State. 60 Agricultural science teachers participated in the study. A researcher-developed forty-five-items questionnaire was used to collect data. Four research questions and two research hypotheses guided the conduct of the study. Data were analyzed using frequency, mean, standard deviation and t-test. Results show that some of the listed e-learning technologies were available for teaching agricultural science in senior schools to a high extent. Some of these include printers, tablets and laptop computers while some like public address system, projectors, interactive whiteboards among others are not available. Results also, revealed that agricultural science teachers use e-learning technologies to a moderate extent. The benefits of e-learning technologies as revealed by the study include for effective classroom management, makes teaching interesting and encourages individual learning among others. Challenges include: lack of functional computer laboratories, inadequate finance, irregular power supply, high cost of e-learning facilities among others. The researchers recommended (among others) that ICT training should be made compulsory for teachers and it should be subsidized by governments, government should incorporate e-learning education into school syllabus, there should be an alternative source of power supply in E-learning libraries in schools. DOI: 10.7176/JEP/12-16-01 Publication date: June 30 th 2021

The Influence of CASE on Agriculture Teachers' Use of Inquiry-Based Methods

The Curriculum for Agricultural Science Education (CASE) is a national curriculum model used to promote inquiry-based learning, with a focus on facilitating student development of critical thinking skills through hands on application. However, limited research has been conducted on how agriculture teachers are using the curriculum after completing the required professional development training and its impact on their future classroom instruction. The central research question that guided this study was: how does completion of the Southwestern Land Grant University CASE professional development institute influence behavior patterns of agriculture teachers for incorporating inquiry-based learning through science integration? This research was conducted utilizing a multi-case study design. Nine certified CASE teachers who completed a summer 2018 institute were interviewed, observed, and had lesson plans analyzed. Five major themes emerged from the data: 1) barriers to CASE implementation exist that impacted teacher behavior, 2) experience in industry leads to increased teacher efficacy for inquiry-based strategies, 3) traditionally certified teachers are more likely to fall back on didactic teaching orientations, 4) a disconnect exists between student capacity and CASE expectations of inquiry-based methods, and 5) in state training and networking plays a vital role in teachers’ perceptions of CASE. Further research recommendations include expanding the scope of this study to provide insight on how lead teachers, regions, and/or curriculum pathways affect implementation of inquiry-based learning and purposeful science integration. Recommendations for practice include increased collaboration among CASE certified teachers, development of a state wide online platform, and additional funding opportunities for teachers.

School-based Agricultural Education Teachers’ Experiences During a Year-long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum

Science, technology, engineering, and mathematics (STEM) applications have become increasingly more commonplace in school-based agricultural education (SBAE) settings in the past few decades. In recent years, Curriculum for Agricultural Science Education (CASE) programming has provided a practical outlet for STEM-focused, inquiry-based teaching and learning activities. The CASE Mechanical Systems in Agriculture (MSA) course was recently field-tested nationally with several SBAE teachers. Framed within Rogers’ (2003) diffusion of innovations theory, we sought to study six teachers’ experiences when implementing the CASE MSA curriculum throughout the 2018-2019 academic year. Using qualitative research methods, we conducted multiple one-on-one interviews with each SBAE teacher at different parts of their respective academic years. Data were coded in accordance with Merriam’s (2009) recommendations. Four dominant themes emerged: (1) the journey toward innovation; (2) learning as you go; (3) logistical and implementation challenges; and (4) students’ needs and preferences. Several prominent sub-themes emerged as well. Our findings highlight that although challenges existed, the CASE MSA curriculum was suitable for enhancing the rigor and relevance of these teachers’ agricultural mechanics curricula. We recommend CASE MSA curriculum stakeholders collaborate to continuously improve its design and flexibility.

Human ability to interpret alpaca body language

In recent years, the interest in the rearing and use of alpacas (Vicugna pacos) has been increasing. However, the number of scientific articles on the behavioral traits of this animal species is still limited. The aim of the study was to determine the human ability to read the body language of alpacas with the use of a survey method. Polish-speaking respondents (n = 103, 30 males and 73 females) answered to 9 questions that presented nine pictures of alpacas with different body postures. Respondents were divided into three groups according to the following: (1) the type of education (Agricultural Sciences, Forestry, and Veterinary Sciences; Biological Sciences; Other), (2) the declared level of knowledge of body language of this species (Yes, No, or I do not know), and (3) the declared level of contact with alpaca (Yes or No). Respondents with education in Agricultural Sciences, Forestry, and Veterinary Sciences achieved significantly higher scores in the interpretation of alpaca body language than those with education in Biological Sciences (P < 0.001) and Others (P = 0.004). There were no significant relationships (χ2 = 7.04; P = 0.424) between the results of the interpretation of alpaca body language and level of contact of the respondents with these animals. Respondents who declared that they were able to recognize alpaca body language scored significantly higher in the survey part with the images of alpaca body postures than those declaring their inability to read body signals (P = 0.013) or those respondents who did not know whether they were able to interpret alpaca body language (P = 0.022). The results of the present study indicate that the respondents had difficulty in correct interpretation of alpaca body language presented in the questionnaire images. Correct interpretation of the behavior of these animals ensures appropriate conditions of rearing and use, which can meet their needs, improve their welfare, and contribute to establishment of a positive human-alpaca relationship.

Desenvolvimento rural sustentável por meio da licenciatura em Ciências Agrícolas

Esse texto é parte da Dissertação de Mestrado, intitulada: “Licenciatura em Ciências Agrícolas, para além dos muros da escola: conhecimento e conexões rumo ao desenvolvimento rural sustentável. A intenção do artigo, é apresentar o contexto histórico de criação do curso de LICA – Licenciatura em Ciências Agrícolas, do Instituto Federal do Espirito Santo – Campus Itapina. Analisaremos ainda, sua contribuição para o desenvolvimento rural sustentável no município de Colatina, por meio de ações educacionais, via projetos de ensino, pesquisa e extensão. O escopo deste artigo apresenta reflexões acerca do processo educacional de formação voltada para atender o agricultor familiar e suas especificidades históricas, sociais e econômicas. Utilizamos uma abordagem qualitativa, com análises bibliográfica e documental. Entre as fontes de investigação, utilizamos legislações, portarias, decretos e referenciais teóricos sobre a Licenciatura em Ciências Agrícolas e a educação do campo nos movimentos sociais. Apoiamo-nos numa perspectiva sociológica de investigação e explicação dos processos sociais de participação dos sujeitos camponeses, enquanto seres históricos e culturais. O artigo está assim estruturado: apresentação do contexto histórico de criação da LICA, Campus Itapina; projetos de ensino, pesquisa e extensão implantados na LICA e, por último, uma análise da importância do curso para o desenvolvimento rural sustentável, em diálogo, com a educação do campo e a agricultura familiar. Os resultados alcançados mostram a importância de fomentar projetos, na interface com os sujeitos, individuais e coletivos, do campo, promovendo a criação de olhares reflexivos e críticos acerca da formação do educador.