Understanding Agriculture New Directions for Education (1988) / Chapter Skim
Currently Skimming:
2. Agricultural Literacy
2. Agricultural Literacy
Pages 8-24
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From page 8... ...
This component is currently implemented at several levels-secondary, community college, university, and nondegree adult education programs in agriculture. The committee envisions that an agriculturally literate person's understanding of the food and fiber system would include its history and its current economic, social, and environmental significance to all 8
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From page 9... ...
The majority of American children enter school knowing little about agriculture and leave after high school graduation only slightly better informed. In a study of the agricultural knowledge of 2,000 elementary, junior, and senior high students in Kansas, which is a major agricultural state, fewer than 30 percent of the students gave correct answers to relatively basic questions (Horn and Vining, 19861.
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From page 10... ...
This offers an opportunity to teach social science topics such as economics, civics, governmental operations, sociology, and managerial science as well as issues that relate to nutrition, famine, and obesity. In history class, students can study not only the expeditions, voyages, wars, and treaties through which new lands were acquired, but they can also read about how pioneer families grew their first crops, transforming the new lands into a nation.
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From page 11... ...
· Teachers should be encouraged to modify lesson plans to incorporate materials about scientific, economic, and public health aspects of agriculture and related topics in accordance with school policy. To accomplish the goal of agricultural literacy, teachers need resources and support.
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From page 12... ...
Less progress has been made in elementary schools, however, because teachers generally have little time left after covering the required core curriculum. Introducing instruction about agriculture as a separate subject in the elementary school curriculum would worsen existing time pressures and would not be welcomed by teachers or · · .
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From page 13... ...
A number of school districts have implemented hands-on elementary science programs using this approach; teachers are provided with four to six teaching modules per year. Each module focuses on a particular science topic and provides teachers with the instructional materials and apparatus needed to investigate the topic in the classroom, as well as lesson plans for 6 to 8 weeks of instruction.
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From page 14... ...
The center's Science and Technology for Children curriculum development project will produce a set of hands-on elementary science modules, develop improved models for in-service teacher education, and provide leadership training and technical assistance to school systems. This project will place a special emphasis on serving urban school districts with large minority populations.
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From page 15... ...
The following steps should be taken to improve science education: · Science teachers and specialists with a knowledge of agriculture involved in curriculum development projects, including those funded by the NSF, should examine existing textbooks and curricula to identify opportunities to incorporate subject matter from the plant, animal, ecological, and nutritional sciences. Instructional material should be designed to give students an interest in and increasing understanding of human ecology and the agricultural food and fiber system.
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From page 16... ...
Courses imparting the concepts and knowledge integral to agricultural literacy are not available for those preparing to teach, other than courses for individuals entering vocational careers. In some states, teachers of vocational agriculture are trained in a program within a college of agriculture; in other states, these teachers are trained within a college of education.
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From page 17... ...
; the USDE; teacher organizations; agricultural organizations, such as the American Farm Bureau Federation and the National Grange; and state departments of agriculture and education should publish and disseminate curriculum materials on agriculture and related topics. · Agricultural educators should serve on mathematics and science textbook preparation and selection committees; mathematics and science educators should likewise participate in choosing and revising agricultural texts and other instructional materials.
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From page 18... ...
It works by incorporating agricultural instructional material and subject matter into classroom activities. The USDA acts as an information clearinghouse and resource to encourage states and school districts to adopt the program.
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From page 19... ...
This program encourages FFA members to visit elementary schools to discuss with children the importance of food and agribusiness. And a private association of scientific societies and individual agricultural scientists, the Council for Agricultural Science and Technology, distributes to about 16,000 high school science departments a free quarterly newsletter, Science of Food and Agriculture.
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From page 20... ...
.. · Ag in the Classroom state coordinators should build new linkages with science, mathematics, and vocational agriculture teachers; state departments and colleges of agriculture and education; agribusiness; farm groups; and 4-H and other CES personnel.
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From page 21... ...
In attempting to discover why some communities and schools give agriculture much more emphasis than other communities, the committee identified several possible variables: availability of good instructional materials, teacher initiative and interest, and leadership and cooperation among teachers, school administrators, CES personnel, and volunteers. In the manner of agricultural extension agents, education agents may be needed to work with communities.
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From page 22... ...
Many students make their first decisions about career options in middle school or junior high school, when they choose courses that will help prepare them for a cluster of career choices. In some subjects, such as foreign languages and home economics, students are given an idea of job possibilities through short career exploration programs.
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From page 23... ...
(For a more detailed review of these professions, see Coulter et al., 1986.) Located in an almost entirely rural school district north of Baltimore, the Hereford Middle School has developed the AgribusinessTechnology Studies Program for seventh- and eighth-grade students.
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From page 24... ...
· The unique needs and career prospects of students at each school in different regions should be considered when developing agricultural exploration programs. · Career exploration programs need to emphasize professional agricultural careers to a greater degree, showing the connection between college preparation and agricultural leadership, business, and scientific occupations.
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