Type of Document Dissertation Author Broyles, Thomas W. Author's Email Address firstname.lastname@example.org URN etd-07022004-162749 Title Curriculum and Facilities for Agricultural Education: An Agriscience Approach Degree PhD Department Career and Technical Education Advisory Committee
Advisor Name Title Burke, Stanley S. Committee Chair Anderson, Glenn A. Committee Member Duncan, Dennis W. Committee Member Hillison, John H. Committee Member Stewart, Daisy L. Committee Member Keywords
- agricultural education
Date of Defense 2004-06-17 Availability unrestricted Abstractiii
Agricultural education has changed its curriculum, its focus, and its mission. The
early days of agricultural education prepared pupils to enter the workforce by training for
specific jobs. The emphasis in agricultural education has shifted to the integration of
academics with career and technical education. This paradigm shift is called agriscience.
The concept of agriscience is delivered utilizing classroom teaching, supervised
agricultural experiences, and laboratory learning.
Facilities are the linking point from classroom instruction to problem solving and
hands-on experience. Facilities must be furnished with equipment and modules that are
highly correlated with the curriculum being implemented. Laboratory experiences must be
modernized to reflect the integration of academics with agricultural education. A facility
problem being encountered is that agricultural educators do not know the essential
components needed for a functional agriscience facility.
The purpose of this study was to ascertain essential components needed for a
functional agriscience course taught in Virginia entitled Biological Applications in
Agriculture. Specific objectives of the investigation were to determine the essential
agriscience laboratory and classroom components needed to implement the Virginia course
entitled Biological Applications in Agriculture.
Identifying essential components of a functional agriscience facility was achieved
using the modified Delphi methodology. The panel for this investigation was comprised of
17 adult individuals representing three constituency groups. The groups were categorized
as agricultural educators, local school administrators, and career and technical education
The respondents completed questionnaires spread over two rounds. The Round I
included an initial list of 49 pieces of equipment and components from similar courses
taught in Georgia, North Carolina, and New York. The expert panel added an additional
41 pieces of equipment and components to the Round I questionnaire. The Round II
questionnaire sought to obtain consensus of the list of essential equipment and components
for an agriscience laboratory and classroom. The expert panel reached a consensus on the
90 items essential to implementing the course Biological Applications in Agriculture.
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