Sustainable agriculture extension programs are mandated worldwide to foster the implementation of sustainable agriculture practices. These required sustainable agriculture extension programs are to be conducted by extension agents, therefore understanding extension agents' perceptions toward sustainable agriculture is especially important. This research identified the perceptions toward sustainable agriculture of agricultural extension agents in the Riyadh Region, Kingdom of Saudi Arabia. The findings show that extension agents generally had a positive perception toward sustainable agriculture concepts. No significant differences between overall means of agents' perceptions toward sustainable agriculture concepts and their age, rural/urban background, or educational background were found. Extension agents' positive perceptions regarding sustainable agriculture and the perceived need for providing sustainable agricultural extension programs to farmers provide a basis for sustainable agriculture programs development.
The purpose of this study was to further develop and validate the Teaching Science as Inquiry (TSI) Instrument, an instrument designed to measure the self‐efficacy beliefs of preservice teachers in regards to the teaching of science as inquiry. Based on the validation processes and the associated data analysis, the TSI demonstrates continued content and construct validity with high internal reliability when used with prospective elementary science teachers.
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