Interdisciplinary Learning Opportunities in Agriculture, Food, Natural Resources, and Science: The Role of The Teacher

Autor/inn/en	McKim, Aaron J.; Pauley, Catlin M.; Velez, Jonathan J.; Sorensen, Tyson J.
Titel	Interdisciplinary Learning Opportunities in Agriculture, Food, Natural Resources, and Science: The Role of The Teacher
Quelle	In: Journal of Agricultural Education, 59 (2018) 2, S.179-196 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Interdisciplinary Approach; Agricultural Education; Food; Teaching Methods; Science Education; Natural Resources; Structural Equation Models; Teacher Attitudes; Science Instruction; Pedagogical Content Knowledge; Intention; Teacher Surveys + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lebensmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Natural Ressource; Natürliche Ressource; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz
Abstract	Providing interdisciplinary learning opportunities in agriculture, food, natural resources (AFNR), and science is critically important. School-based agricultural education offers a valuable platform to connect AFNR and science; however, interdisciplinary teaching requires willing and able teachers. The current study considered the intentions of school-based agriculture teachers to teach science within AFNR curriculum. Using the theory of planned behavior, attitude toward teaching science, subjective norms, perceived behavioral control, and perceived science knowledge were considered as independent variables to teaching science within AFNR curriculum. The explanatory model was analyzed using structural equation modeling. In total, school-based agriculture teachers intended to teach science in 39.91% of AFNR curriculum. Only perceived science knowledge was a statistically significant, negative predictor of intended science teaching. Findings pinpoint the need for additional research into the unexpected relationship between perceived science knowledge and science teaching intentions. The need and nature of potential explorations, along with specific recommendations for practice, are discussed. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01