Outcomes of Integrated Agriscience Processes: A Synthesis of Research

• Published in: Journal of agricultural education 2011, Vol.52 (3), p.136-147
• Main Authors: Wilson, Elizabeth B, Curry, Kevin W. Jr
• Format: Article
• Language: English
• Subjects: Academic Achievement; Agricultural Education; Education, Secondary; Educational programs; Educational Research; Faculty Development; Integrated Activities; learning; Management; School Holding Power; Science Education; Science Process Skills; Secondary Education; Secondary School Students; Secondary School Teachers; Self Efficacy; Student Attitudes; Teacher Attitudes
• ISSN: 1042-0541; 2162-5212; 1042-0541
• DOI: 10.5032/jae.2011.03136

As the trend to integrate science and agriculture education has reemerged, so has the research related to the integration of science into secondary agricultural education. The American Association of Agricultural Education responded to this trend by creating a special interest group called "Strengthening Academic Learning through Agricultural Education." In 2005, Myers and Osborne developed the "Conceptual Model for Strengthening Academic Learning through Agricultural Education" to guide this group in identifying existing gaps in the literature and to help provide a directional path for future research. The purpose of this study was to use that conceptual model to review research, to make conclusions regarding the outcomes of efforts to integrate science and secondary agricultural education, and to identify gaps in the existing research. Recommendations and future questions for integrating science and agricultural education were posed by the authors.