Agriculture and Science Integration: A Pre-service Prescription for Contextual Learning.

Autor/inn/en	Balschweid, Mark A.; Thompson, Gregory W.; Cole, R. L.
Titel	Agriculture and Science Integration: A Pre-service Prescription for Contextual Learning.
Quelle	(1998), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Agricultural Education; Educational Research; Experiential Learning; Higher Education; Integrated Curriculum; Masters Degrees; Masters Programs; Preservice Teacher Education; Science Instruction; Secondary Education; Student Teaching; Teaching Methods; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Bildungsforschung; Pädagogische Forschung; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Magister course; Magisterstudiengang; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Teaching practice; Unterrichtspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbilder
Abstract	A pre-experimental, static-group comparison study explored effects of delivery of an integrated agriculture and science curriculum to six students in the 1996-97 agricultural education Master of Arts in Teaching (MAT) cohort at Oregon State University. The control group contained 15 members of the previous 5 cohorts currently teaching secondary agricultural education. The treatment was administered in three phases; after each one, students were interviewed. During the 1996 fall term, students were enrolled in a micro-teaching class in which they did the following: viewed sample agriculture lessons including scientific principles; were taught methods of integration; developed and delivered lessons containing scientific principles within the agricultural context; and viewed and evaluated the lessons. During their 1997 winter term of student teaching, control group members were required to do the following: deliver a science-based lesson; establish contact with a science teacher and observe him or her; and borrow equipment or supplies for use in the agricultural classroom. During the 1997 spring term, the treatment group attended a 1-week job shadowing/team-teaching experience. In December 1997, a survey was completed by 19 members of the 6 cohorts from 1991-97 who were teaching agricultural education. The treatment group initially estimated they would include 74 percent of science content in agricultural education; after student teaching, the mean response was 54 percent. They felt that personality was important to successful collaboration but a common teaching style was not. Both groups rated time as the greatest barrier to integration. (Contains 13 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01