Part of What We Do: Teacher Perceptions of STEM Integration

Abstract

This study explored three high school agriculture teachers' perceptions of science, technology, engineering, and mathematics (STEM) integration through interviews. The approach was constructivist and data were analyzed according to the framework of integrated STEM education presented in a National Academy of Sciences report. Each participant agreed to complete three interviews that first investigated past experiences, then present perceptions, and lastly reflections on meaning. A total of about six hours of interview data were analyzed using the constant comparative method. Teacher perceptions were outlined individually and then compared. The teachers shared similar perceptions related to time constraints, the effects of STEM integration, concerns about rapport with students, how agricultural education has changed, and curricular resources. Perceptions aligned well with the framework of integrated STEM education because teachers described increased student interest, motivation, and career-readiness due to agriculture programs, and these perceptions were in some cases supported by non-agriculture teachers. Misconceptions of STEM education included incomplete definitions of engineering education and viewing the use of instructional technology as STEM education. Teacher educators may benefit from increased insight into the perceptions of veteran teachers.

Levels of STEM Integration through Agriculture, Food, and Natural Resources

“…First, AFNR are "intertwined with other disciplines in the natural and social sciences" (National Research Council, 2009, p. 4). Second, AFNR provides contexts (Roberts & Ball, 2009) to integrating various STEM disciplines (Stubbs & Myers, 2016) by helping students see concrete applications of abstract science and mathematics concepts (Smith, Rayfield, & McKim, 2015). Third, AFNR helps facilitate learning experiences by engaging students to solve complex grand challenges, such as food security, bioenergy, sustainability, and climate change, and helping students see the interrelatedness of single disciplines (Barnosky, Ehrlich, & Hadly, 2016;Warburton, 2003).…”

“…Regardless of the various definitions of STEM integration, engaging learners in complex and interdisciplinary real-world challenges has been a common theme. Agricultural grand challenges that humans face today are complex and interdisciplinary real-world problems (NRC, 2009), and these challenges provide context to integrating some or all of the STEM disciplines (Stubbs & Myers, 2016). Therefore, AFNR challenges could potentially fulfill the definition of STEM integration from current literature to help educators facilitate STEM integrated learning experiences by engaging learners to use some or all of the four disciplines to solve complex interdisciplinary real-life problems.…”

“…Although teaching of science and math by using engineering design practices is most commonly discussed in the literature (Bryan et al, 2016;Moore et al, 2014;NGSS, 2013;NRC 2014;Wang, Moore, Roehrig, & Park, 2011), STEM integration in the agricultural education literature has received limited attention (e.g., Stubbs & Myers, 2016). However, AFNR certainly aligned with existing features of integrated STEM, and AFNR educators and communities undoubtedly have potential to prepare people to solve complex interdisciplinary problems (Andenoro, Baker, Stedman, & Weeks, 2016), which is one of the major goals of STEM integration regardless if it has been discussed in the science or engineering education (Bryan et al, 2016;Moore et al, 2014;NGSS, 2013;NRC 2014).…”

Teachers' Confidence to Integrate Biology in Agriscience Courses

“…Aside from SBAE program benefits, previous studies have highlighted the benefits of students engaged in SBAE courses which have a strong science focus. Specifically, the integration of science in SBAE courses have been reported to increase secondary science achievement (Baker, Bunch, & Kelsey, 2015;Chaisson & Burnett 2001;Dormody, 1992;Newman & Johnson, 1993;Thompson, 2001), boost students' motivation to learn (Newman & Johnson, 1993;Roegge & Russell, 1990;Stubbs & Myers, 2016), prepare students for careers (Stubbs & Myers, 2016), provide applications for problem solving (Newman & Johnson, 1993), and enhance students awareness of connections between science and agriculture (Thompson, 2001;Warnick et al, 2004).…”

“…As with most educational movements, barriers associated with science integration have been reported. Issues such as the lack of appropriate equipment, funding, time and workshops have been identified as barriers to integrating science concepts and curriculums into SBAE courses ( Balschweid & Thompson, 2002;Stubbs & Myers, 2016;Thompson, 2001;Thompson & This study, which focused on the perceptions of SBAE teachers regarding the integration of biology in SBAE courses (i.e., plant and animal science), was guided by the theoretical foundation of the Theory of Planned Behavior (TPB), an extension of the Theory of Reasoned Action (TRA). The TRA hypothesized psychological processes linking attitude and behavior (Azjen & Fishbein, 1980;Fishbein, 1967;Fishbein & Azjen, 1975).…”