Are Teachers Ready to Integrate Science Concepts into Secondary Agriculture Programs?

Abstract

For the past two decades, the idea of integrating more science concepts into the secondary agriculture curriculum has gained support.

Predictors of Patient Satisfaction With Quality of Healthcare in University Hospitals in Ghana

“…Existing empirical evidence indicates that a less noisy environment and modern recreational facilities help patients recover in a timely manner. 12,25 The significant contribution of culture to patient's satisfaction at university hospitals is very interesting. It reflects the idea that patients' satisfaction with healthcare delivery is influenced by language, religion, and ethnic background.…”

“…Tangibility (physical infrastructure and surrounding) has been extensively discussed in the empirical literature as a key predictor of patient satisfaction and quality healthcare delivery. 23,25 It is rated as an instrumental predictor of patients' welfare and ensures wellbeing in assessing healthcare services. However, at UGH, priority remains a strong determinant of healthcare service.…”

“…This format has been recommended for healthcare surveys. [23][24][25] Data was collected by researchers with the assistance of 2 trained research assistants who administered the questionnaires. These assistants had a good understanding of the language spoken (TWI) and could well articulate the language for effective communication with patients.…”

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

“…In addition to the three established predictors (i.e., attitude toward the behavior, subjective norms, and perceived behavioral control), research highlights the importance of a strong foundation of content knowledge in teaching (Darling-Hammond & Bransford, 2005). Within SBAE research, perceived science knowledge has been argued as an important variable to the quality and quantity of science teaching offered (Hamilton & Swortzel, 2007;Scales, Terry, & Torres, 2009;Wilson, Kirby, & Flowers, 2001); however, an empirical evaluation of the relationship between perceived science knowledge and science teaching intentions has not been completed on a national scale. Therefore, perceived science knowledge was added as a fourth potential predictor of teaching science within AFNR curriculum (see Figure 1).…”

“…The additional variable considered in the model of science teaching intentions was perceived science knowledge. Perceived knowledge of science is an important predictor of science teaching within SBAE, as the confidence an individual perceives regarding their knowledge directly influences the level at which an individual teaches science (Hamilton & Swortzel, 2007;Scales et al, 2009;Wilson et al, 2001). Within SBAE, research has explored how referent individuals perceive the science knowledge of SBAE teachers, identifying that administrators and science teachers believe SBAE teachers possess the science knowledge required to teach science (Johnson & Newman, 1993;Warnick, Thompson, & Gummer, 2004).…”