The nature of science conceptions of Indiana agricultural science and business teachers

Rebekah J Nortrup, Purdue University

Abstract

Science literacy has become a focus of science advocates as the need for a strong STEM workforce emerges, along with a more technologically and scientifically advanced society. A major component of science literacy, the Nature of Science (NOS), has been targeted as a key vessel for achieving a scientifically literate public. Agricultural education has intertwined objectives with science education and these shared goals of science literacy have become a priority of agricultural education researchers. While agriculture teachers are expected to teach science content, their understanding of science literacy, specifically NOS remains an unexplored research area in agricultural education. A theoretical framework was constructed for this study based on the principles of epistemological beliefs, specifically as they relate to teachers' beliefs. The purpose of this study was to explore and examine Indiana Agricultural Science and Business (ASB) teachers' conceptions of the NOS. Using a mixed-method survey approach developed in part by adapting existing instruments and creating new items, participants' (N=113) NOS beliefs were explored. Data collected were analyzed using descriptive statistics including means, standard deviations, frequencies and percentages. Pearson's and Kendall Tau's correlation coefficients were used to examine relationships between variables. Findings revealed participants generally did not hold informed views on the NOS Participants frequently had conceptions of the NOS that contained inaccuracies, and few demonstrated an Informed view of the NOS. Additionally, there were generally no significant correlations between professional experiences, academic background or perception of science integration and participants' views of the NOS. Agricultural experiences were identified as a key contributor to participants' beliefs of science, as well as formal education experiences in high school and college. While participants recognized science as an important topic in formal education, many lacked a fundamental understanding of the science enterprise, the relationship between theories and laws, the social and cultural embeddedness of science knowledge, how science is practiced and how knowledge is constructed. The study's conclusions are discussed in detail along with implications for theory, research and practice. Finally, future directions for research in agricultural education and science education are provided.

Degree

M.S.

Advisors

Orvis, Purdue University.

Subject Area

Agricultural education

COinS