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• W765799426 abstract "Why and why now?Science, technology, engineering and math or STEM education has been and continues to be a buzzword in educational circles for past few years. Due to low assessment scores for United States, has been at forefront of national discussion for good reason. face facts.... United States has been lagging behind in science and math for several years now. According to a Paris based group, Organization for Economic Cooperation and Development (OECD) in 2009 U.S. ranked 17th in science and 25th in math scores out of 34 countries in their particular study. While I could devote several reasons as to why I feel is case, I would much rather focus on career and technical education's role in that task.There are several worthwhile initiatives that our federal government and private industry have started in an effort to bring topic to forefront of educators and public alike. Our leaders in Washington have promoted education in 2009 with Educate to Innovate (whitehouse.gov) designed to move students from middle to top in science and math education. Exxon Mobile has promoted education through Let's solve this (letssolvethis.com), designed to get United States back in lead in math and science. Whatever initiative educators choose to accomplish task, they must consider single most factor: student and their INTEREST in math and science. This is not easy work by any means. This type of education is tailor made for each individual student; it is arduous, time consuming, and takes dedication on behalf of student as well as teacher. However a wise college professor of agricultural education once said, key to cooperation is to understand why, (Dr. Charles Byers, Professor Emeritus, University of Kentucky). If we teach the why is important to our students, they will learn concept and tie it to their own individual interest (i.e. SAE, research, career plans, etc.). Now, we have a model for true engagement on behalf of student. The student will be in charge of learning more than teacher. This is somewhat similar to many training models that agricultural education pre-service teacher programs here in Kentucky have used in past (i.e. problem solving method based on student's interest).Project Based LearningFor last eight years I have served as principal of a locally operated career and technology center, Jessamine Career and Technology Center or JCTC, in Nicholasville, KY. We are nestled in center of Bluegrass Region of Kentucky, ten miles south of Lexington. Our community has a rich rural and agricultural heritage, all while serving as a place of residence for families who work in Lexington. Our school district has a very diverse, heterogeneous group of students who excel in many areas of their educational experience from arts and humanities, sciences, and many of our career and technical education pathways. Since inception of our center eight years ago, project based learning programs have been a part of Career and Technical Education (CTE). From engineering to biomedical science, project based learning is where students use real world problems and challenges to develop a deeper understanding of subject matter; thus, creating a more inspired and engaged student. Our agricultural education program had a rich heritage of excellent teaching and student organization activities through FFA. While we continue to honor our rich production agricultural principles, our next step was to take an agricultural project based learning concept and use in agricultural education classroom.Curriculum for Agricultural Science EducationBeing a former agricultural education teacher, I knew that for years we, as professionals, had an obligation to our students to teach them that agriculture field was more than just production. …" @default.
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• W765799426 date "2013-03-01" @default.
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• W765799426 title "STEM and Agricultural Education. A Natural Fit" @default.
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