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The Benefits of Teaching and Learning About Agricu
The Benefits of Teaching and Learning About Agricu
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Abstract
The beliefs and mental images that teachers have about agriculture likely influence what and
how they integrate agriculture into their instruction. The purpose of this action research study
was to explore the beliefs and needs of elementary and junior high school teachers in regard to
integrating agriculture into their classrooms. The sample consisted of 452 teachers from public
schools in Illinois. Teachers responded to three, open-ended questions regarding their beliefs of
the most beneficial aspects and needs of teaching and learning about agriculture. Teachers
believed that agriculture provided situatedness, connectedness, and authenticity to teach their
content areas to their students. Teachers also shared topics and instructional resources that
they wanted to know more about regarding the integration of agriculture. The findings from this
study can inform agricultural literacy coordinators and agricultural teacher educators
regarding inservice programming for integrating agriculture into classrooms.
do your students benefit most from learning The data from the larger project were
about agriculture? (c) What would you like collected using a questionnaire with three
to know more about in agriculture? open-ended questions to ascertain the
teachers’ beliefs regarding the benefits and
Methods and Procedures needs of teaching and learning agriculture.
A practitioner with 10 years of teaching
Two teams of researchers conducted this experience in public education and four
research project: agricultural literacy years as an agricultural literacy coordinator
coordinators and agricultural education developed the three questions using
researchers. This research study was part of language with which elementary and junior
a larger action research project (Gall, Gall, high school teachers could understand. An
& Borg, 1999) that assessed the beliefs of expert in agricultural education reviewed the
elementary and junior high school teachers instrument for face and content validity.
from eight counties in Illinois to determine Reliability measures of the questions in the
how agricultural literacy programs should be larger project were not conducted because of
changed to meet needs mentioned by the assumption that, when using open-ended
teachers. An agricultural literacy coordinator questions if the participants responded
conducted the larger project. She worked truthfully and accurately, then the data
with a group of five other agricultural would also be consistent and reliable. The
literacy coordinators to help collect the data. first team of researchers typed the teachers’
The six coordinators worked with a target responses to the open-ended questions into a
population of 211 public schools in 59 word processor and reported the teachers’
public school districts in 8 different responses as unanalyzed bulleted lists.
counties. An accessible population of 2,405 For the purposes of this study, a second
elementary and junior high school teachers team of researchers analyzed the word-
was asked to participate because the processed documents of teacher responses in
teachers were located in the counties served the larger project using a post-positivist
by the agricultural literacy coordinators. epistemological stance (Lincoln & Denzin,
The six coordinators assisted with 2000). Paper, pencils, and highlighter
distributing and collecting the markers were used to help create organizers
questionnaires. The agricultural literacy to code and summarize the qualitative data.
coordinators were interested in getting a The researchers created an open coding
large number of teachers’ responses from scheme of the major concepts, central ideas,
all the schools in which they had worked. or related responses (Glesne, 1999). One of
The coordinators delivered the the researchers in the team highlighted and
questionnaires to the teachers at the schools, coded all responses into central themes. The
established a deposit box for completed researcher reflected upon and reviewed all
questionnaires, and returned to pick them themes two weeks later to establish
up at a later date. Nineteen percent of the trustworthiness, and to determine if any
teachers (N = 452) completed the themes could be combined or subdivided
questionnaire. Due to the low response rates into sub-themes. The researcher reviewed
in this study, the results should be all themes with a second researcher as a part
interpreted with caution and not be of a peer debriefing process. Because the
generalized beyond the sample. Among the second researcher did not directly code any
452 participants in the larger project, 52% of the responses, inter-rater reliability was
(N = 234) did not participate in agricultural not analyzed. Frequencies were reported to
literacy inservice education or receive any reflect the magnitude of responses. The
program assistance (e.g., guest speaker), themes were then collapsed into key
38% (N = 162) participated in an categories, and both researchers engaged in
agricultural literacy inservice program or a coaxial coding process to develop the
received services, and 10% (N = 46) did themes reported in the findings section of
not specify if they had received education or this paper.
assistance from an agricultural literacy In an effort to increase trustworthiness
program. and credibility, the researchers reflexively
situated themselves in the study by contexts in which they taught. Remarks such
identifying their three roles and how their as, “As a first grade teacher,” or “As a 7th
backgrounds may have influenced the grade language arts teacher,” reflect this
research study (Denzin, 2000): (a) notion. Regarding topics of interest,
researchers with constructivist ways of conservation and the environment, food
knowing; (b) interests in teacher beliefs, production, the importance of agriculture to
cognition, and motivation; and, (c) having students’ lives, plants and seed
positive experiences as former teachers and development, agricultural careers, insects,
students in agricultural education. animals, the cycles of life and nature, and
Additional steps were taken to maximize food and nutrition were listed as the most
trustworthiness and believability, and beneficial thing about teaching agriculture
minimize error and subjectivity of the (Table 1).
conclusions (Glesne, 1999; Lincoln & Guba, Not all teachers believed in the benefits
1985). Credibility was developed through of teaching agriculture. Four percent of the
peer debriefing conferences between teachers (N = 14) stated that they did not
researchers who analyzed the data and integrate agriculture in their classrooms.
between the data collection and data analysis Similarly, these teachers also situated
teams. A member check was conducted themselves within the content area and grade
with the agricultural literacy coordinator level in sharing their rationale for not
who conducted the action research project. integrating agriculture in their instruction.
The researchers created an audit trail in The following quote illustrates this finding.
order to compile and reference all “In Language Arts, as an 8th Grade teacher,
information used in the study. Reflexive I have to prepare my students for the state
journaling and direct quoting were also tests. I haven’t found time to teach anything
utilized to establish dependability and to about Agriculture.” This particular teacher’s
ensure accuracy of the evidence. response suggests that teaching agriculture
may not fit her content area and grade level,
Results and Findings may not help her accomplish her goal of
preparing students for the state proficiency
Objective one was to understand the test, or may not have time to teach it. This
beliefs of elementary and junior high school theme of situatedness suggests that fit with
teachers regarding the benefits of integrating content, grade level, and instructional goals,
agriculture into their classrooms. Two as well as lack of time were the main
themes emerged—situatedness and reasons these teachers did not teach
instructional resources—from the 330 agriculture.
teachers who responded to the question,
“What is the most beneficial thing you teach Theme 2: Instructional Resources
about agriculture?” Some teachers expressed that they did
not have instructional resources to teach
Theme 1: Situatedness agriculture. “I have not taught Agriculture
Situatedness is contextualizing the in the classroom. I usually stick to the book
benefits of teaching agriculture as it pretty closely, but I would certainly consider
relates to a teacher’s interests within an it if I had the resources.” Among those who
existing grade level or content area. reported benefits, some teachers discussed
Several teachers discussed the benefits of that guest speakers and curriculum
teaching agriculture as they related to materials were beneficial to teaching
specific topics of interest and the agriculture.
Table 1
Teachers’ Perceived Benefits of Teaching Agriculture (N = 330)
Benefits f %
Conservation and the Environment 105 32
Food Production 55 17
Careers 21 6
Cycles of Life and Nature (e.g., growth cycles of plants and animals; 11 3
weather cycles and seasons; water cycle)
The second research question was posed about agriculture because they, “live in the
to understand the perceptions of elementary Midwest”, or because they, “live in a rural
and junior high school teachers regarding area” and they felt that it was important for
the benefits of student learning when students to be connected to the lives and
agriculture is integrated in to the classroom. livelihoods that are a large part of their
Teachers (N = 320) reflected on the schools, communities, and/or state.
question, “What do your students benefit the Teachers also indicated a benefit to learning
most from learning about agriculture.” The about agriculture that connected students to
themes of connectedness and authenticity the bigger world. Teachers (N = 73)
emerged from this question. indicated that the concepts students learn
will teach them to be the future stewards of
Theme 1: Connectedness the environment. Responses such as, “Future
First, teachers (N = 169) who shared generations and saving the environment,
their beliefs regarding the student benefits of wildlife, and plant life,” and “They learn to
learning about agriculture discussed how take care of our environment,” illustrated
agriculture provided connections for their this theme. One teacher noted, “They get to
students. Teachers (N = 27) indicated that practice for when they’re grown-ups in
learning agriculture teaches students to charge of their own planet.” Finally, some
appreciate the world that they live in, and in teachers (N = 26) indicated that agriculture
rural areas, to appreciate the farms and fields taught students a sense of connectedness to
that surround them. A teacher shared, life. Teachers indicated that students
“...aware[ness] of importance of agriculture learned about life cycles including how
in their lives and learn to be respectful of the caterpillars grew into butterflies, how
land and its importance.” Some teachers (N chickens hatched from eggs, and in some
= 43) indicated the importance of learning cases the birth of various animals. Further,
Table 2
Teachers’ Needs: Topics About Agriculture (N = 192)
Topics f %
Farming (e.g. the role of farmers, their occupations, farm life, the business of farming, and 28 15
changes that have occurred in farming)
Sustainable food production system (e.g., organic farming, erosion prevention, crop 21 11
rotation, water quality)
Insects 12 6
By-Products 10 5
Survival of the family farm and farm life; big corporate farms vs. smaller farms 10 5
Agricultural careers 7 4
Food production 5 3
Animals 4 2
Pesticides 4 2
Food processing 4 2
Forestry 4 2
Dairy 4 2
Farmland use 3 2
Table 3
Teachers’ Needs: Resources About Agriculture (N = 192)
Resources f %
Curricula, units, and lessons 11 6
Projects and activities 6 3
Field trips 6 3
Guest speakers 6 3
Videos 6 3
Student-focused resources and experiences (e.g., take home to share with families; 5 3
real-life farm experiences for students)
agriculture situated themselves in their lives, and teachers believed teaching and
content areas and grade levels and saw learning in agriculture was connected to
agriculture as a venue to teach their content real-life experiences, concrete examples, and
to students. This conclusion supports the lessons that were hands-on. Current
benefits of interdisciplinary education. research in teaching and learning indicates
Boix-Masilla et al. (2000) and Grossman et that learning is most meaningful when it is
al., 2000) found that students see different situated in authentic environments and when
perspectives about a topic and develop students can interact with or inquire into
greater knowledge of other content areas. rather than be instructed into material
Teachers in this study acknowledged that (Mabie & Baker, 1996; Wehlage et al.,
agriculture provided the contexts to discuss 1996). This finding supports Dewey’s
and apply the content they taught to their (1938) philosophy that learning should be
students. It is important to understand that experienced in real-life contexts, yet Trexler
teachers situate themselves within their et al. (2000) found that teachers did not feel
classrooms—both grade level and content— that hands-on, experiential learning was
in finding value and fit to integrate and teach practical due to financial limitations.
agricultural topics and concepts to their Agricultural literacy professionals should
students (Knobloch & Martin, 2002a). continue to promote and develop
Further studies should investigate teachers’ agricultural education for the meaningful
instructional goals and how students’ learning it evokes in students. Further
learning and perspectives are impacted by research is needed to determine the impacts
learning about agriculture in the context of of experiential learning environments in
academic content areas. agriculture on student development across
It was also concluded that elementary the different academic content areas.
and junior high teachers in this study Researchers should explore various ways
believed that agriculture provided agriculture provides authentic contexts and
connections for their students. Trexler et al. factors that enhance learning.
(2000) found that few elementary and Although most teachers shared benefits
middle school teachers believed it was of teaching agriculture, some teachers
important for students to understand the expressed that they did not teach agriculture
connections between humans, the food
system and the environment. This study was in their classrooms. A number of teachers
similar to Trexler et al.’s findings, except shared topics and instructional resources
Michigan teachers emphasized the role of they wanted to know more about regarding
food and nutrition in students’ lives. agriculture. These topics and resources were
Agricultural literacy initiatives should focus similar to Trexler et al.’s (2000) study.
on helping teachers make connections with Similarly, Trexler and Hikawa (2001) found
the environment, how food is produced, and that teachers’ experiences and available
the importance of agriculture in students’
lives. An important implication is the resources influenced the development and
avenue agriculture provides to help students use of agricultural curriculum materials, and
learn about the ecosystem. Agriculture that there was a lack of curriculum materials
provides a context to discuss the inter- to teach connections with the agri-food
relationships between nature and human system (Trexler et al.). Teachers in
needs. Further inquiry should look at the this study were most interested in
benefits teachers have regarding agriculture
and the ecosystem. understanding farming, sustainable food
The third conclusion regarding the production systems, and the environment.
benefits of integrating agriculture in the Agricultural literacy initiatives should focus
classroom was that teachers in this study on helping teachers understand the farming
believed that agriculture provided an system and the various trade-offs and
authentic learning context for students. consequences of using different food
Teachers discussed agricultural topics as production systems. Education about
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CRYSTAL ALLEN is a Science Teacher at the Armstrong Township High School, P.O. Box 37,
Armstrong, IL 61812. E-mail: isuag85@hotmail.com.
Acknowledgments. This material is based upon work supported by the Cooperative State
Research, Education and Extension Service, U.S. Department of Agriculture, under Project
No. ILLU-793-331. Any opinions, findings, conclusions, or recommendations expressed in
this publication are those of the author and do not necessarily reflect the view of the U.S.
Department of Agriculture.