Making Sense of the Buzz: A Systematic Review of "STEM" in Agriculture, Food, and Natural Resources Education Literature

Abstract

The world demands individuals with knowledge and skills in agriculture, food, and natural resources (AFNR) paired with proficiency in science, technology, engineering, and mathematics (STEM) concepts. Current models for STEM education call for interdisciplinary approaches in which learners address real-world challenges, indicating high potential for collaboration with researchers and practitioners in AFNR. The purpose of this study was to articulate the state of the 2010-2017 literature for STEM in AFNR education to inform future research, innovations in practice, and interdisciplinary collaborations. Using a systematic review approach and qualitative analysis techniques, 52 peer-reviewed STEM in AFNR education articles were analyzed for general characteristics, instructional approaches, STEM subjects, relationship between STEM subjects, relationship between STEM and AFNR, justifications, foci, and operationalization of STEM in research. Within each category, we identified themes that resulted in a summary of STEM in AFNR education in which future research and practice could align. Results indicated STEM in AFNR serves a range of populations, science and math are well represented, engineering is poorly represented, and mechanisms through which STEM learning occurs are often inadequately described. We recommend a collaborative and interdisciplinary future for STEM and AFNR education because both communities are pursuing common aims.

New and Emerging Technologies: teacher Needs, Adoption, Methods, and Student Engagement

“…Results of the curricular inclusion assessment showcase only five of the 15 new and emerging AFNR technologies are being taught by the majority of respondents (i.e., genetic modification, value-added processes, precision agricultural sensors, vertical farming, and satellite imaging). Findings suggest a large proportion of new and emerging AFNR technologies are not being addressed in the majority of respondents' AFNR classrooms, which supports existing research suggesting a limited emphasis on technology integration within AFNR Education (Scherer et al, 2019;Wang & Knobloch, 2018). Additionally, findings illuminate those new and emerging AFNR technologies with adoption advantages (e.g., compatible with existing norms and needs, easy experimentation) to lesser-adopted technologies (Rogers, 2003).…”

“…The dynamic and ever-evolving nature of AFNR systems (Allmaras et al, 2018;Dennis et al, 2009) requires career-long learning and curricular adaptations among school-based AFNR teachers seeking to offer curriculum which prepares learners for future success. The ability of AFNR teachers to remain forward thinking with regard to the AFNR technologies they teach positions the system of AFNR Education to develop generations of learners prepared to be successful and continue the advancement of the field toward a more productive and sustainable tomorrow (Coley et al, 2015;Lindner et al, 2016;Scherer et al, 2019). However, curricular complacency in the form of teaching antiquated technologies fails to address the needs of learners, AFNR systems, and society.…”

“…Teaching science, technology, engineering, and mathematics (STEM) in AFNR Education is critically important to developing the next generation of professionals in AFNR systems (Scherer, McKim, Wang, DiBenedetto, & Robinson, 2019). Amongst STEM concepts, technology and engineering receive the least attention in AFNR Education practice and research (Scherer et al, 2019). Existing literature suggests when STEM concepts are taught in AFNR classrooms, specific technologies are rarely the focus (Wang & Knobloch, 2018).…”

STEM Education at the Nexus of the 3-Circle Model

“…Supported by the findings of this study, AFNR and STEM are complex systems of knowledge and skills with overlapping ideas, concepts and abilities (Scherer et al, 2017). The Agriculture, Food and Natural Resources (AFNR) Career Cluster Content Standards (The Council, 2015a) are replete with STEM content and competencies.…”

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

“…As a feature, the interdisciplinary learning experiences of interest in this study include opportunities for students to develop knowledge and skills within AFNR and science, as well as identify relationships between AFNR and science. In this way, AFNR and science are conceptualized as knowledge systems with a multitude of overlapping ideas, concepts, and abilities (Scherer, McKim, Wang, DiBenedetto, & Robinson, 2017).…”