Evaluating Interdisciplinary Teaching: Curriculum for Agricultural Science Education

Autor/inn/en	Pauley, Catlin M.; McKim, Aaron J.; Curry, Kevin W., Jr.; McKendree, R. Bud; Sorensen, Tyson J.
Titel	Evaluating Interdisciplinary Teaching: Curriculum for Agricultural Science Education
Quelle	In: Journal of Agricultural Education, 60 (2019) 1, S.158-171 (14 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; Science Education; Secondary School Curriculum; Intention; Secondary School Teachers; Science Instruction; Teacher Certification + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Interdisciplinary learning experiences (i.e., experiences which illuminate learning of, and connections among, multiple disciplines) are essential to building a more robust understanding of the interconnections of multiple systems. Having an interdisciplinary understanding positively influences the ability of learners to contribute to solving wicked problems (e.g., soil degradation, climate change), most of which fall within the realm of agriculture, food, and natural resources (AFNR). Therefore, within AFNR Education, preparing learners via interdisciplinary experiences could empower the next generation of problem solvers. The Curriculum for Agricultural Science Education (CASE) has emerged as a potential method for teaching AFNR and science in an interdisciplinary way. However, research has yet to evaluate the impact of CASE on teachers' intentions to teach science within curricula. In this study, intentions to teach science were compared between CASE-certified and non-CASE-certified educators via a national survey of 212 randomly sampled teachers, 81 of whom were CASE-certified. Within four of the eight courses evaluated, CASE-certified teachers intended to teach more science than non-CASE-certified teachers, while non-CASE-certified teachers intended to teach more science in the remaining four courses. The findings suggest opportunities to enhance the interdisciplinary structure of CASE curriculum and/or explore alternative models for facilitating interdisciplinary learning within AFNR Education. (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	2021/2/06