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

McKim, Aaron J.; Pauley, Catlin M.; Velez, Jonathan J.; Sorensen, Tyson J.

doi:10.5032/jae.2018.02179

Cited by 6 publications

(8 citation statements)

References 29 publications

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“…Although differences exist in how the connection between AFNR and science is framed, there is agreement in the value of learning experiences which illuminate the relationship between AFNR and science (McKim, Velez, Lambert, & Balschweid, 2017). As an example, learning experiences which connect AFNR and science can empower students to identify, investigate, and implement solutions to agricultural practices which damage the environment (McKim, Pauley, Velez, & Sorensen, 2018).…”

Section: Interdisciplinarymentioning

confidence: 99%

“…Two studies were identified which address the degree AFNR educators intended to teach science within their curriculum. A study by McKim et al (2018) identified AFNR educators intended to include science concepts and practices in nearly 40% of the total curriculum, though intentions ranged across pathways from 18% in agribusiness systems to 57% in plant systems. Specific to the relationship between science teaching intentions and CASE, Carraway, Ulmer, Burris, and Irlbeck (2015) identified overwhelming intentions of preservice AFNR educators to teach science with CASE curriculum after completion of a semester-long CASE certification course.…”

Section: Science Teaching Intentionsmentioning

confidence: 99%

See 1 more Smart Citation

Evaluating Interdisciplinary Teaching: Curriculum for Agricultural Science Education

Pauley¹,

McKim²,

Curry³

et al. 2019

JAE

Self Cite

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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.

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Section: Interdisciplinarymentioning

confidence: 99%

Section: Science Teaching Intentionsmentioning

confidence: 99%

Evaluating Interdisciplinary Teaching: Curriculum for Agricultural Science Education

Pauley¹,

McKim²,

Curry³

et al. 2019

JAE

Self Cite

View full text Add to dashboard Cite

show abstract

“…Throughout the development of the project, students learn to select the relevant information for their training and integrate it with the dynamics of their professional future. AMs generate student independence in seeking out this information, thereby improving performance in the classroom [8,31]. AM teaching can make it possible to engage the student in their educational formation, in this case, regarding knowledge of soil microbiology and inoculant subjects and their applications to agriculture or environmental science [8].…”

Section: Discussionmentioning

confidence: 99%

Active projects for teaching and learning soil microbiology and applications of inoculants to increase perceived subject matter understanding and acquisition of knowledge

et al. 2020

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Active methodologies for teaching propose tools and strategies for improving student learning by using participative and integrative approaches. These lead students to autonomous research for industry problems and solutions. This study aimed to apply active-project active methodologies to undergraduate soil microbiology and inoculant courses to verify students' perception of their knowledge levels on these topics. Forty undergraduate students received the traditional methodology that presented theoretical contents referring to the soil microbiology and inoculants; one group of twenty also elected to receive active methodologies based instruction during which they developed active projects that were structured in seven steps: briefing, bibliographic research, problematization and resolution, solutions, abstract and banner creation, and presentation. At the end of the academic year, all students answered a questionnaire to verify the perception of their levels of knowledge of soil microbiology and inoculants. Regarding the topic of microbial inoculants, perceived knowledge was the same for both groups, but overall, the active methodologies group had higher perceived knowledge of good practices of inoculation. The two groups were clustered by a multivariate approach, confirming that the use of active projects can increase the knowledge and level of subject matter understanding. The active projects contributed to undergraduate students' increased assimilation and perceived understanding of soil microbiology subject matter content and microbial inoculant issues. The active projects can be explored in other subdivisions of soil science, including agriculture and environmental studies. Keywords Undergraduate students. Agricultural and biology education. Soil microbiology education. Participative and integrative learning Highlights • Use of active-project increases the level of students' knowledge about soil microbiology. • Active of teaching approach could be universal for soil sciences and related sciences. • Active-projects are emergent tools to better knowledge soil microbial applications.

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“…They advocated beginning in K-12 education. However, there is a paucity of research on interdisciplinary teaching in K-12 agricultural education (McKim et al, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Resources and references appropriate for high school agricultural education were not found. As noted by McKim, Pauley, Velez, and Sorensen (2018), "SBAE [School-Based Agricultural Education] research has failed to provide a comprehensive, empirical model detailing the role of the teacher in facilitating interdisciplinary science and AFNR [Agriculture, Food, and Natural Resources] learning" (p. 179). Given the paucity of research in this area, the purpose of this study was to explore student reactions being taught with an interdisciplinary teaching method in a secondary agricultural education context.…”

Section: Introductionmentioning

confidence: 99%

High School Student Reactions to an Interdisciplinary Teaching Method in Agricultural Education

Roberts¹,

Hilliard²,

Calixte³

2018

Journal of Research in Technical Careers

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Tomorrow's agricultural workforce will face challenges in the form of complex problems that transcend disciplinary boundaries, including food security. Addressing these complex issues requires professionals to work within and across disciplines in ways that may not have been required in previous generations. Teaching using an interdisciplinary approach may be one approach to helping students develop the skills needed to address these problems. The purpose of this study was to explore student reactions to being taught with an interdisciplinary teaching method in a secondary agricultural education context. Overall, students reacted favorably to this interdisciplinary teaching approach. Several student characteristics contributed to their reactions. Multiple aspects of the facilitation process also impacted student reactions, as did specific features of the interdisciplinary approach. The interdisciplinary teaching approach produced several learning outcomes beyond the technical concepts, including gaining new perspectives and critical thinking. Recommendations for teachers and recommendations for additional research are provided.

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

Cited by 6 publications

References 29 publications

Evaluating Interdisciplinary Teaching: Curriculum for Agricultural Science Education

Evaluating Interdisciplinary Teaching: Curriculum for Agricultural Science Education

Active projects for teaching and learning soil microbiology and applications of inoculants to increase perceived subject matter understanding and acquisition of knowledge

High School Student Reactions to an Interdisciplinary Teaching Method in Agricultural Education

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