Document Type

Thesis - Open Access

Award Date

2019

Degree Name

Master of Science (MS)

Department / School

Teaching, Training and Leadership

First Advisor

Laura Hasselquist

Abstract

Agricultural science has seen a rise in secondary agricultural classrooms and many studies have been done with regards to integrating science into agriculture. Several recommendations have been to assist preservice agriculture education majors with science integration. Preservice agricultural education majors could influence the future of agricultural science due to their perceptions of integrating science into agriculture into the classroom. The purpose of the study was to assess preservice teachers’ perceptions of integrating science into agriculture curriculum based on the theory of planned behavior. An online survey was administered to the population of agricultural education majors at South Dakota State University. The survey included constructs for courses taken, social norm, perceived control, and perceptions of integrating science into agriculture. On average, students took more science courses than what was required for secondary graduation and variable amounts of science and agriculture courses taken at the post-secondary level. Social norm and perceived control were found to be significant to the perceptions of integrating science into agriculture. Social norm and perceived control were found to be significant influencers of the perception of integrating science into agriculture curriculum.

Library of Congress Subject Headings

Agricultural students -- Attitudes.
Student teachers -- Attitudes.
Agricultural education -- Curricula.
Agriculture -- Study and teaching (Higher)
Agriculture -- Study and teaching (Secondary)
Science -- Study and teaching (Higher)
Science -- Study and teaching (Secondary)

Format

application/pdf

Number of Pages

41

Publisher

South Dakota State University

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Rights Statement

In Copyright