Multiple Case Study of STEM in School-based Agricultural Education

Abstract

This multiple case study investigated the integration of science, technology, engineering, and mathematics (STEM) in three Florida high school agriculture programs. Observations, interviews, documents, and artifacts provided qualitative data that indicated the types of STEM knowledge taught. Variables of interest included student and teacher perceptions, teacher education, demographics, STEM integration, STEM knowledge, and student achievement and engagement. Each program taught students about a variety of STEM disciplines and careers. This study has added to the body of literature indicating student achievement in STEM can be increased by agricultural education. Science and technology were reliably integrated at high levels, but engineering and mathematics concepts were less consistently integrated across cases. Five case study propositions regarding the integration of STEM and the other variables of interest were accepted. Areas for further research within AG-STEM teacher education, teaching methods, and curriculum resources were suggested.

Conceptualizing Integrative Agricultural Education: Introductory Framework for Integrating Mathematics in Agricultural Curriculum

“…In most agricultural education classes, hands-on activities and experiential learning are mainstays of instruction that support the career cluster standards (Blum, 1996). Science is integrated into the curriculum through several course options, and engineering concepts are found in a few courses, namely agricultural mechanics (Stubbs & Myers, 2015). Agricultural education programs are taking on the challenge of preparing students' 21 st century skills through the vision of The Council's AFNR career cluster standards and incorporation of science and engineering.…”

“…For nearly two decades, researchers have investigated the effectiveness of academic integration in CTE and agricultural education (Shinn et al, 2003;Stone et al, 2008;Young et al, 2008;Parr, Edwards & Leising, 2009;Anderson & Anderson, 2012;Stubbs & Myers, 2015). Curriculums have been developed to integrate math, science, and STEM area content with the intention of infusing agriculture curriculum with only the academic content that is naturally occurring.…”

“…In a recent study asked students participating in an integrative STEM agricultural education course about the connections they noticed between their agriculture and academic classes (Stubbs & Myers, 2015). These students reported enjoying the activities they did in agriculture class and did notice that what they were learning in other classes was made useful during the agricultural activities.…”

“…Through integration students' develop a better understanding of the useful connections of their academic learning and a real context such as agriculture, and teachers believe their efforts to provide integrative learning opportunities are beneficial to students (Stubbs & Myers 2015). Integration of academic concepts can take on many forms.…”

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

“…In addition to the critical societal need for AFNR and science learning, combining AFNR and science offers students an opportunity to learn science within an applied context, a recommended approach to addressing student underperformance in science (Gonzalez & Kuenzi, 2012;National Research Council, 2009Stubbs & Myers, 2015). Furthermore, offering learning experiences which illuminate the inherent connections between AFNR and science prepares individuals who can identify and implement sustainable solutions to ecological problems, a critical need for the increasingly wicked challenges facing the environment (Andenoro, Baker, Stedman, & Weeks, 2016;Huutoniemi, 2014; International Assessment of Agricultural Knowledge, Science, and Technology for Development, 2009;Klein, 1990).…”