Barriers, Support, And Collaboration: A Comparison Of Science And Agriculture Teachers' Perceptions Regarding Integration Of Science Into The Agricultural Education Curriculum

Abstract

This study is part of a larger investigation which focused on determining and comparing the perceptions of agriculture teachers and science teachers on integrating science into agricultural education programs. Science and agriculture teachers' perceptions of barriers to integrating science, the support of stakeholders, and collaboration between science and agriculture teachers and programs were investigated.The majority of both science and agriculture teachers were in agreement that funding, equipment, and the science teachers' lack of an agricultural background were barriers to integration.However, they differed in their level of agreement about curriculum and teachers' philosophical differences as barriers.Both groups agreed their school has strong science and agriculture programs, that collaboration would benefit students, and that the two departments have something to offer each other. However, fewer than one-half of teachers in both groups reported they work in a collaborative effort with the other department.