Brian K. Warnick, Oregon State University
Gregory W. Thompson, Oregon State University
Agriculture teachers and science teachers who taught in a high school with an Agricultural Science and Technology Program were targeted for this study to determine and compare their perceptions of integrating science into agricultural education programs. The data indicate that while both groups have responded positively to the call to integrate science into the agricultural education curriculum, some differences in attitudes do exist. The majority of both science and agriculture teachers were in agreement that funding, equipment, and the science teachers’ lack of an agricultural background were barriers to integration. However, they differed in their level of agreement about curriculum and teachers’ philosophical differences as barriers. A majority of both groups agreed that teacher preparation programs should provide instruction to undergraduates as well as inservice to teachers in the field on how to integrate science. While both groups agreed their school has strong science and agriculture programs, that collaboration would benefit students, and that the two departments have something to offer each other, less than half of both groups reported that they work in a collaborative effort with the other department.