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• W110638166 abstract "The philosophy that guides agricultural education instruction appears to have finally completed a full circle. Beginning as an academic subject matter area, agricultural education was vocationalized by the Smith-Hughes Act as a program that was intended to focus on preparing students for careers in farming. Subject matter focused on how to do, rather than it should be done. While a vocational approach may have been needed at the time, the academic side of agriculture was virtually abandoned in favor of this vocational mission. However, that approach was contrary to the manner by which agricultural education was envisioned at the time - as a science. With the issuance of the 1988 report, Understanding Agriculture: New Directions for Education, the National Research Council suggested that agricultural education needed to re-evaluate what it had become, and to refocus on its roots (pun intended). The Council suggested that agricultural education address the fact that agriculture IS a science, not merely a set of skills to be developed. The Council vocalized what many had been unprepared to acknowledge: formal education in agriculture were to survive, it would do so only by developing an understanding of the scientific principles that are the foundation of the subject matter. No longer could agricultural educators teach students the how without also teaching the why. In response to the agricultural recession of the late 1970s and early 1980s, agricultural educators reassessed the role of agricultural education in the high school classroom. In many states agricultural education curricula moved away from a focus on production agriculture to a more scientific approach. The term agriscience became synonymous with agricultural education. New courses were created that integrated science and agriculture subject matter into a hybrid curriculum that focused on science, but did so as an application of scientific principles in an agricultural context. With this renewed interest in science, comes the inherent possibility that agriculture courses become little more than science courses -- that students could enroll in either subject and learn the same information. If this is true, it is asked, why do we need agricultural education? Although agriculture is clearly a science, it is an applied science. Not only is it applied, but that application must take place in the context of an agricultural setting. As such, agriculture teachers should not duplicate information learned in other classes, but teach both agriculture and science in a more meaningful context. The incorporation of science into the agricultural education curriculum must be done carefully, yet thoroughly. Again, agriculture should be taught as an applied science. Lab activities must be chosen carefully. They should be selected to supplement instruction - not to be the instruction. In order to help students make the connection between the basic science concepts and practical application, instructors need to make learning active with the inclusion of laboratory activities. These activities should be carefully selected by the instructor to ensure that each activity performed clearly illustrates the practical application of the science concept studied in class. It is very easy for agriculture teachers to fall into the trap of completing exciting laboratory exercises that do not clearly provide an application component to what is being studied in the regular classroom setting. When this happens, students generally fail to make the connection between the scientific principle and the activity being performed. There are some outstanding resources for agriculture teachers to use in finding activities to incorporate into the classroom. …" @default.
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• W110638166 date "2002-03-01" @default.
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• W110638166 title "Making Science Applicable - the Need for a Modern Agricultural Education Curriculum" @default.
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