Agriculture and science integration : a pre-service prescription for contextual learning Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/6t053j125

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  • The purpose of the study was to determine if the delivery of an integrated agriculture and science curriculum to the Agricultural Education MAT (Master of Arts in Teaching) students, increased their desire and ability to integrate their curriculum and collaborate with other teachers once they started teaching, and to identify social and cultural barriers in existence between secondary teachers in agriculture and science. The research question and null hypotheses used to guide the investigation were as follows: 1. What were selected demographics for the participants in the treatment and control groups? Ho₁: There was no significant difference in the need felt by the 1996-97 MAT cohort to update their curriculum through integration and collaboration efforts to include more scientific principles in their agriculture curriculum when compared to cohorts from the previous five years. Ho₂: There was no significant difference in the perception of social and cultural barriers that exist between agriculture and science teachers at the secondary level as recognized by the 1996-97 MAT cohort when compared to the previous five years' cohorts. Ho₃: There was no significant difference in the amount of collaboration and curriculum integration conducted by members of the 1996-97 MAT cohort when compared with cohorts from the previous five years. The population for the treatment group consisted of all graduate students enrolled in the 1996-97 MAT Agricultural Education cohort at Oregon State University. The control group consisted of the previous five MAT Agricultural Education cohorts at OSU. The research combined a series of personal interviews with the treatment group in addition to the written questionnaire administered to the treatment and control groups. The questionnaire served as the comparison for the groups. Data were analyzed using descriptive statistics. Although all three null hypotheses failed to be rejected, evidence indicated that the treatment group was positive about integrating science into the agriculture curriculum and they were more willing to attend workshops about the integration of science than were members of the control group. Furthermore, the treatment group felt the difference in years of teaching experience was a barrier in working with the science teacher in their school.
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