Download or read book Agricultural Extension Educators Perceptions Regarding the Teaching and Learning Processes as Related to Sustainable Agriculture written by Koralalage Sunil Upali Jayaratne and published by . This book was released on 2001 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: However, sustainable agriculture was a confusing term for many agricultural extension educators. Experiential learning, problem solving and a systems approach were effective delivery mechanisms in teaching concepts related to sustainable agriculture. One-on-one instruction, demonstrations and group discussions were considered the most effective teaching methods and field trips study tours and workshops were considered most effective teaching tools in educating farmers about sustainable agriculture. Availability of time was the most limiting factor for agricultural extension educators to learn about sustainable agriculture. Lack of farmers' demand, negative attitudes toward sustainable agriculture and confusion about the definition of sustainable agriculture were considered significant constraints to learning about sustainable agriculture. Agricultural extension educators perceived that they were highly motivated for extension work. This study revealed a strong relationship between perception about sustainable agriculture and extension educators' motivation for learning more about sustainable agriculture.
Download or read book Secondary School Teachers Perceptions Regarding the Process of Teaching Sustainable Agriculture in the Agricultural Education Curriculum written by Emmanuel Chukwunenye Okeafor and published by . This book was released on 2002 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine perceptions held by high school teachers of agriculture in the North Central Region of the U.S. regarding teaching sustainable agriculture in the agriculture curriculum. This region is comprised of the states of Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin. The specific objectives for this study were to: (1) identify perceptions of teachers regarding teaching sustainable agriculture, (2) identify the extent to which selected sustainable agriculture skills and knowledge were being taught, (3) identify the extent to which inservice training is needed in selected areas of sustainable agriculture, (4) identify demographic characteristics and their relationship with selected perceptions, and (5) develop a model inservice education program for teachers of agricultural education. The study utilized a descriptive research design with a self-administered questionnaire to collect data. The population consisted of all secondary school agriculture teachers in the twelve states of the North Central Region of the United States. The population for the study consisted of 2395 teachers as listed in the Agricultural Educator's Directory, 2000. A randomly selected sample size of 600 was used, with a usable return rate of 246. The data were analyzed using the Statistical Package for Social Sciences (SPSS) Program. Out of the 246 respondents, 199(81%) were males and 47(19%) were females. Agriculture teachers in this study generally supported the concepts related to teaching sustainable agriculture, infusion of sustainable agriculture into the curriculum and the use of a variety of instructional methods to teach sustainable agriculture. The respondents indicated that they needed more information and instructional materials regarding sustainable agriculture. The teachers indicated a need for inservice educational programs that would help them teach sustainable agriculture. The major topics perceived to be priority areas contributing to an understanding of sustainable agriculture included soil erosion control, soil testing, soil conservation, environmental protection and profitability.
Download or read book Issues Regarding Sustainable Agriculture as Perceived by Upper Level Undergraduate Students Involved in a Student Managed Farm at Iowa State University written by Awoke Dollisso and published by . This book was released on 2002 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify the perceptions of agriculture students regarding sustainable agriculture practices; issues related to sustainable agriculture and learning/teaching processes. These students were enrolled in a capstone course that involved managing a 2000-acre operation. Fifty-seven students participated in this census study. Participants completed a survey questionnaire and a select group of students answered questions in a focus group interview. The participants in this study perceived that the sustainable agriculture movement promotes environmental concerns about farming more than economic concerns. The participants were mildly interested in learning more about practicing sustainable agriculture practices and how to use them. The participants in this study were most concerned about expansion of large farms, urban use of farmland, soil erosion, and dependence on seed and chemical companies. Overall, the participants in this study were concerned about economic, environmental and social aspects of agriculture. Participants in this study indicated that they had long-term experiences using crop rotation practices while frequently using cultivation, leguminous plants and integrated pest management practices on their farms. Participants in this study perceived that hands-on activities represent the most effective teaching and learning method. Demonstrations, field visits, face-to-face consultations and discussion represent effective methods for teaching and learning. Using a variety of teaching methods was considered effective. Family members and relatives were considered primary sources for agricultural information. Magazines, colleagues, seed and chemical companies and the Internet were frequently used sources for agricultural information. The Extension service was not perceived as a primary source of agricultural information for these respondents. Magazines were the second most frequently used source of agricultural information for the respondents. Younger respondents tended to use the Internet, magazines, seed and chemical companies and family members more for agricultural information than older participants in the study do. Overall, the participants in this study were concerned about economic, environmental and social aspects of sustainable agriculture, and they like to see equal emphasis be given to all aspects of sustainable agriculture. Agricultural educators should give equal emphasis to the economic, social and environmental aspects of sustainable agriculture curriculum design and delivery. Educators should also use hands-on teaching/learning methods and new computer technologies to enhance learning opportunities for students.
Download or read book Perceptions of Secondary School Agriculture Teachers in the North Central Region of the U S Regarding Sustainable Agriculture written by Kehinde Aderemi Ajaiyeoba Agbaje and published by . This book was released on 1998 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: The sources given the least ratings on credibility were television and radio programs, commodity promotion boards, newspapers, machinery dealers, and local seed and chemical dealers. Beneficial sources were similar to those observed for credibility. A curriculum development model was designed to assist educators to integrate sustainable agriculture subject matter into the teaching of agriculture courses. It was concluded that teachers need more training, experience, and instructional materials to enable them to help secondary school students to learn more about sustainable agricultural practices.
Download or read book Teachers Perceptions Toward Sustainable Agriculture in an Ohio Science High School written by Sharmin Faraj Sameipour and published by . This book was released on 2017 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The discussion about the environmental challenges and socio-economic situation connected with conventional agricultural systems in the United States in the 1985s, and sustainable agriculture (SA), has mentioned the role of education in highlighting barriers. Advocates of sustainable agriculture declare that education about SA can present solutions to the current challenges in agriculture, provoke rural economic development, and enhance the scientific teaching of SA (Feldman, 1999). The goal of this study was to describe the perceptions of high school teachers about SA. A census of 17 teachers at the Global Impact STEM Academy (GISA) in Ohio (U.S.A.) was given questionnaires with five-point Likert-type scales and nine teachers responded. Teachers also self-selected into a focus group interview. In addition, a classroom observation was made in which qualitative data were collected.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Relationships Between Global Issues and School Based Agricultural Education Instruction by Agricultural Education Pre Service Candidates In Service Educators and Teacher Educators written by Carson Letot and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Global learning began as an expanded approach to world studies and in recent decades has taken on the role of studying both global concepts and issues. The integration of global learning into comprehensive education will help prepare globally competent individuals to join the workforce. Recent studies have called for a targeted approach using specific subsets of global learning like Education for Sustainable Development (ESD). The United Nation's Sustainable Development Goals (SDGs), a tool launched in 2015, has gained standing throughout higher education as a framework for addressing ESD and global competency. Studies have documented SDG value in organizing global learning instruction as well as the ability of the SDGs to assist in indicating progress towards addressing global issues. While SDGs are becoming a familiar resource at the post-secondary level, recent recommendations have suggested introduction of the SDGs earlier in secondary education to encourage the development of globally competent graduates, and as it pertains to graduates entering agricultural industries, individuals ready to work in global systems. Gaps exist in the literature that describe the levels of awareness, perceived importance, and perceived utility of SDGS by current school-based educators and pre-service candidates preparing to become school-based agricultural educators. Additionally, background experiences that have been cited as pathways for global competency improvement have not been investigated for their contribution to increased confidence and self-efficacy in agricultural educators to integrate global issues into their instruction. To address the gaps in the literature and add to the knowledge base for agricultural educators, a mixed methods study was initiated with two aims: (a) Describe the design and delivery of global issues in agriculture classrooms and (b) Identify influences on how and why global issues are integrated in agriculture classrooms. The first phase consisted of a qualitative exploration of sentiments from agricultural teacher educators to inform a quantitative approach in phase two. Four distinct themes emerged from the review and coding of the transcripts from the agricultural teacher educators (n=8): Theme 1 - Personal Perceptions, Theme 2 - Pedagogical Design, Theme 3 - Education Systems, and Theme 4 - Barriers. Each theme was converted into a series of questions within the quantitative instrument and supplemented by questions from a review of the related literature. The survey instrument "Perceptions of Global Issues" was distributed to three populations along the agricultural teacher education continuum: pre-service school-based agricultural education student teaching candidates (n=210), in-service school-based agricultural educators (n=423), and agricultural teacher educators (n=63). Results from the analysis indicate low levels of awareness, importance, and implementation of issues related to SDG's 6 "Clean Water and Sanitation", 14 "Life Below Water", and 16 "Peace Justice, and Strong Institutions", with large discrepancies between importance and implementation found in SDG 6. SDG 4 "Quality Education" was identified in all three populations as the SDG raking highest in each category and featured the smallest discrepancy. Further investigation identified numbers of individuals who participated in a select set of background experiences that possibly contribute to global competency, Significant differences in confidence to teach with global issues integrated into instruction existed between groups who did and did not participate in each experience. Future work should be conducted to determine the influence teacher preparation has on global issues instruction.
Download or read book Sustainable Agriculture and the Perceptions of High School Agriculture Teachers in the North Central Region of the United States written by Mathew Ajuoga Muma and published by . This book was released on 2006 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: The debate about the socio-economic and environmental challenges associated with conventional agricultural systems in the U.S.A. in the 1980s vis-a-vis sustainable agriculture (SA) has included the definition of SA, the role of education in addressing the challenges and what should be taught about SA in high school and beyond. Proponents of SA claim education about SA can facilitate solutions to the current problems in agriculture, stimulate rural economic development and enrich scientific teaching of SA (Feldman, 1999; Sanstone, 2003/2004). The purpose of this study was to identify the beliefs of high school agriculture teachers about SA, and determine if any relationship about beliefs and the extent teachers teach SA exists. A random sample of 844 teachers in the North Central Region (U.S.A.) was sent questionnaires with 5-point Likert-type scales. Cronbach's coefficients for the instrument ranged from .74-.95. Teachers agreed to concepts about SA and taught selected topics in SA to a moderate extent. There was a positive but negligible association between teachers' beliefs about SA and the extent to which teachers taught selected topics in SA. Beliefs about SA uniquely explained no variance in the extent teachers taught selected SA topics controlling for the demographic variables. Teacher perceptions about SA practices influence minimally but significantly the extent teachers teach selected topics in SA. Selected topics that teachers rated highest (p
Download or read book Educational and Training Opportunities in Sustainable Agriculture written by and published by . This book was released on 1996 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educational and Training Opportunities in Sustainable Agriculture written by Jane Potter Gates and published by . This book was released on 1990 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Facilitating Sustainable Agriculture written by N. G. Roling and published by Cambridge University Press. This book was released on 2000-09-21 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: A move towards more flexible, sustainable agricultural practices is increasingly being seen as the way to address or avoid environmental and economic problems associated with existing, predominantly intensive, farming systems. Through case studies taken from around the world, this book examines the implications of adopting more ecologically sound agricultural practices, both at the level of individual farmers and at the level of larger-scale agro-ecosystems such as water catchments. The emphasis of the book is on human and social aspects, rather than on agronomic or economic considerations, focusing on the learning processes necessary for change to be implemented and, in turn, on the facilitation of that learning through participatory approaches and appropriate institutional support and policy structure.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Extension and Education Materials for Sustainable Agriculture Everyone a teacher everyone a learner written by and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Agricultural Education Teachers Toward Sustainable Agricultural Practices written by Maurice Ongalo Udoto and published by . This book was released on 1998 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Natures of Knowledge written by Damiam Michael Parr and published by . This book was released on 2003 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Farming Systems Research into the 21st Century The New Dynamic written by Ika Darnhofer and published by Springer Science & Business Media. This book was released on 2012-05-30 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt: Farming Systems Research has three core characteristics: it builds on systems thinking, it depends on the close collaboration between social and biophysical sciences, and it relies on participation to build co-learning processes. Farming Systems Research posits that to contribute towards sustainable rural development, both interdisciplinary collaborations and local actor engagement are needed. Together, they allow for changes in understanding and changes in practices. This book gives an overview of the insights generated in 20 years of Farming Systems Research. It retraces the emergence and development of Farming Systems Research in Europe, summarises the state-of-the-art for key areas, and provides an outlook on new explorations, especially those tackling the dynamic nature of farming systems and their interaction with the natural environment and the context of action.
