Degree Type

Thesis

Date of Award

2014

Degree Name

Master of Science

Department

Agricultural Education and Studies

First Advisor

Robert A. Martin

Abstract

The focus of this study was an assessment of the understanding of the concepts of agricultural awareness and agricultural literacy as perceived by agricultural education teachers. The purpose of this study was to identify perceptions of agriculture teachers regarding the understanding of the concepts of agricultural awareness and agricultural literacy in the study of agriculture in the state of Iowa. To also develop consensus definitions of agricultural awareness and agricultural literacy. Data provide information for development of a framework for education in and about agriculture and the life sciences. We can conclude from the study there is no consensus definition for agricultural awareness and agricultural literacy among agricultural educator teachers in Iowa. Since there is not a consensus definition for agricultural awareness and agricultural literacy, there is not a clear understanding of the two definitions. There needs to be consensus definition of agricultural awareness and agricultural literacy taught to agricultural educators at the collegiate level. There needs to be a consensus definition of agricultural awareness and agricultural literacy taught in the elementary, middle and high school, and agricultural programs such as FFA, 4H, and agricultural fairs. It is recommended that the Agricultural Awareness and Literacy Framework Model that was developed in 2008, should be used in both formal and non-formal educational settings. The course curricula at a formal educational institution can be designed in such ways that they impart the interest in agriculture at the elementary level and knowledge and expertise at high school and post-secondary levels, respectively. If knowledge is imparted by the time students leave the high school, they can make informed decisions regarding careers and their concerns about food and their environment.

DOI

https://doi.org/10.31274/etd-180810-2202

Copyright Owner

Ashley Nicole Eason

Language

en

File Format

application/pdf

File Size

83 pages

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