Assessing Agriculture Teachers' Capacity for Teaching Science Integrated Process Skills

Abstract

Since the release of the National Research Council’s (1988) report, research in agricultural education has examined a variety of aspects of the professions’ propensity for, and attitudes toward integrating scientific concepts in agriculture. Yet, after 15 years of research on the topic, little has been shown empirically regarding agriculture teachers’ knowledge or ability to teach using a science as inquiry approach. This study was conducted to establish a base level of information of agriculture teachers’ knowledge and ability in scientific integrated process skills. A secondary purpose was to determine the influence of selected teacher variables on science integrated process skills. Bandura’s (1997) selfefficacy theory formed the theoretical framework for the study. Okey and Dillashaw’s (1980) Test of Integrated Process Skills was used to measure the knowledge of basic science concepts among 40 purposively sampled teachers of agriculture. The results indicated that irrespective of learning style, years of teaching experience, area of teacher certification, or gender, agriculture teachers possess a solid background knowledge in the integrated process skills espoused by science educators to be essential to effective science instruction. Implications for future research and recommendations for professional practice are included.