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• W57345866 abstract "In 1988, the National Research Council recommended that all students needed a basic understanding of math and science concepts and that teaching math and science through agriculture was an effective approach to student (National Research Council, 1998). The American Association for the Advancement of Science (AAAS) recommended that students learn better through real world connections such as problem solving or workrelated activities (1992). Agriculture programs are being closed across the country in face of increasing demand of accountability and standards regarding student achievement in math, science and other core competencies. Additional seat time is not the answer to student academic achievement. Instead, agriculture educators must promote the strength of the integrated model of agricultural education. Simply, agricultural education provides not only the context, but the content for students to be successful in math and science. According to the AAAS (1992), effective math and science teaching and occurs through the integration of concepts and principles that are problem- and real-world based, moving them from the abstract to the concrete. It requires different ways of looking at complex principles and applying them to dynamic, meaningful examples. It makes sense then, that agricultural education-instruction, supervised agriculture experiences, and FFA-- provides a model that would support the integration of math and science. Why? First and foremost, it builds on the foundation of the constructionist theory of student learning. Second, it is lived out in a powerful and dynamic model called contextual teaching and learning that helps teachers relate math and science content to real world situations and motivates students to make connections between knowledge and its application to their lives and engage in the hard work that requires. It is a holistic set of instructional strategies that: - Emphasizes problem-solving; - Recognizes the need for to occur in a variety of contexts; - Teaches students to take ownership of their as self-regulated learners; - Anchors teaching in diverse, real-life, and meaningful contexts to the students; - Encourages students to learn from each other; and - Employs ongoing authentic assessment. Contextual teaching and learning, in regards to math and science integration, calls for that is (North Central Regional Educational Laboratory): - Hands-on: Students perform math and science as they acquire understanding. - Minds-on: Activities focus on core concepts, allowing students to develop thinking processes, ask and answer questions that enhance their knowledge. - Authentic: Students are presented with problemsolving activities with realworld questions and issues which support collaboration and communication. This leads to the development of a community, where the teacher is the manager of a total educational experience and not the only source of knowledge or expertise. It encourages active involvement and engagement, reaching and achieving high expectations, and discovery of self and a passion for learning. Contextual teaching and occurs in an agriculture class with a caring, competent agriculture teacher who is interested in addressing each student as unique, whole individuals. Student development theory guides the design of intracurricular activities with agricultural education. This is both integrative and directional in nature; moving students towards greater complexity and competency in understanding self to a role in the community and beyond. FFA provides many of the tools and resources for life skills, leadership development and career success that are wrapped into the units of instruction. This focus on academic achievement, career success and leadership development is the valueadded element that is offered in agricultural education. …" @default.
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• W57345866 date "2002-11-01" @default.
• W57345866 modified "2023-09-26" @default.
• W57345866 title "Integrating Math and Science into Agriculture" @default.
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