School-based Agricultural Education Teachers’ Experiences During a Year-long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum

Science, technology, engineering, and mathematics (STEM) applications have become increasingly more commonplace in school-based agricultural education (SBAE) settings in the past few decades. In recent years, Curriculum for Agricultural Science Education (CASE) programming has provided a practical o...

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Bibliographic Details
Published in:Journal of agricultural education 2021-01, Vol.62 (1), p.312-330
Main Authors: Wells, Trent, Hainline, Mark S., Smalley, Scott W., Chumbley, Steven "Boot"
Format: Article
Language:English
Subjects:
Active Learning
Agricultural Engineering
Agricultural industry
Agriculture
Agriculture Teachers
Curricula
Curriculum
Curriculum Implementation
Education
Field Tests
Inquiry
STEM Education
Teaching Experience
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Summary:Science, technology, engineering, and mathematics (STEM) applications have become increasingly more commonplace in school-based agricultural education (SBAE) settings in the past few decades. In recent years, Curriculum for Agricultural Science Education (CASE) programming has provided a practical outlet for STEM-focused, inquiry-based teaching and learning activities. The CASE Mechanical Systems in Agriculture (MSA) course was recently field-tested nationally with several SBAE teachers. Framed within Rogers’ (2003) diffusion of innovations theory, we sought to study six teachers’ experiences when implementing the CASE MSA curriculum throughout the 2018-2019 academic year. Using qualitative research methods, we conducted multiple one-on-one interviews with each SBAE teacher at different parts of their respective academic years. Data were coded in accordance with Merriam’s (2009) recommendations. Four dominant themes emerged: (1) the journey toward innovation; (2) learning as you go; (3) logistical and implementation challenges; and (4) students’ needs and preferences. Several prominent sub-themes emerged as well. Our findings highlight that although challenges existed, the CASE MSA curriculum was suitable for enhancing the rigor and relevance of these teachers’ agricultural mechanics curricula. We recommend CASE MSA curriculum stakeholders collaborate to continuously improve its design and flexibility.
ISSN:1042-0541
1042-0541
DOI:10.5032/jae.2021.01312