How Pre-Service Agricultural Education Teachers Plan to Integrate STEM Competencies in their Lessons
Science, technology, engineering, and mathematics (STEM) education has become increasingly important. Ill-prepared secondary school graduates, along with increased demand for qualified STEM employees, sparked a plethora of STEM integration research. This study's purpose was to determine the ext...
Gespeichert in:
| Veröffentlicht in: | NACTA journal 2020-11, Vol.65, p.241 |
|---|---|
| Hauptverfasser: | , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | |
| container_start_page | 241 |
| container_title | NACTA journal |
| container_volume | 65 |
| creator | Eck, Christopher J Whisenhunt, Jeffery Robinson, J. Shane Neumann, Kalianne L Utley, Juliana Gossen, Drew |
| description | Science, technology, engineering, and mathematics (STEM) education has become increasingly important. Ill-prepared secondary school graduates, along with increased demand for qualified STEM employees, sparked a plethora of STEM integration research. This study's purpose was to determine the extent to which pre-service teachers in agricultural education at Oklahoma State University planned to incorporate STEM content into their agricultural education lesson plans. Experienced educators in the respective STEM areas evaluated lesson plans from each participant for their STEM content. Of the four content areas, science and technology were integrated into lesson plans most frequently. Although, science, engineering, and math integration in pre-service teacher lesson plans decreased from the 2011-2012 group to the 2019-2020 group, technology standards showed an increase in agricultural education lesson plans. To further understand the STEM integration within agricultural education, it is recommended that pre-service teachers crosswalk agricultural course standards with STEM standards. |
| format | Article |
| fullrecord | <record><control><sourceid>gale</sourceid><recordid>TN_cdi_gale_infotracacademiconefile_A715701327</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A715701327</galeid><sourcerecordid>A715701327</sourcerecordid><originalsourceid>FETCH-gale_infotracacademiconefile_A7157013273</originalsourceid><addsrcrecordid>eNqVi0sKwjAURTNQ8LuHt4FK0g-lQ5GKgkKhnUtIX9snaSJJqtu3Azcgd3DgcO6CrblIiygtBF-xjfdPzmMRF9matRf7gcphVKN7k0I49o7UpMPkpIaynZQMZA00KNWAzkOlpYFg4WoC9k4GhLop73Cy4wsDGkXogeZiQHJwQ--t8Tu27KT2uP9xyw7nsjldol5qfJDpbHBSzWtxJGUNdjT7Yy6ynIskzpO_D1_OxE1o</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>How Pre-Service Agricultural Education Teachers Plan to Integrate STEM Competencies in their Lessons</title><source>JSTOR Archive Collection A-Z Listing</source><source>EBSCOhost Education Source</source><creator>Eck, Christopher J ; Whisenhunt, Jeffery ; Robinson, J. Shane ; Neumann, Kalianne L ; Utley, Juliana ; Gossen, Drew</creator><creatorcontrib>Eck, Christopher J ; Whisenhunt, Jeffery ; Robinson, J. Shane ; Neumann, Kalianne L ; Utley, Juliana ; Gossen, Drew</creatorcontrib><description>Science, technology, engineering, and mathematics (STEM) education has become increasingly important. Ill-prepared secondary school graduates, along with increased demand for qualified STEM employees, sparked a plethora of STEM integration research. This study's purpose was to determine the extent to which pre-service teachers in agricultural education at Oklahoma State University planned to incorporate STEM content into their agricultural education lesson plans. Experienced educators in the respective STEM areas evaluated lesson plans from each participant for their STEM content. Of the four content areas, science and technology were integrated into lesson plans most frequently. Although, science, engineering, and math integration in pre-service teacher lesson plans decreased from the 2011-2012 group to the 2019-2020 group, technology standards showed an increase in agricultural education lesson plans. To further understand the STEM integration within agricultural education, it is recommended that pre-service teachers crosswalk agricultural course standards with STEM standards.</description><identifier>ISSN: 0149-4910</identifier><language>eng</language><publisher>North American Colleges and Teachers of Agriculture (NACTA)</publisher><subject>Agricultural industry ; Education ; High schools ; Methods ; Oklahoma ; Planning ; Teachers</subject><ispartof>NACTA journal, 2020-11, Vol.65, p.241</ispartof><rights>COPYRIGHT 2020 North American Colleges and Teachers of Agriculture (NACTA)</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784</link.rule.ids></links><search><creatorcontrib>Eck, Christopher J</creatorcontrib><creatorcontrib>Whisenhunt, Jeffery</creatorcontrib><creatorcontrib>Robinson, J. Shane</creatorcontrib><creatorcontrib>Neumann, Kalianne L</creatorcontrib><creatorcontrib>Utley, Juliana</creatorcontrib><creatorcontrib>Gossen, Drew</creatorcontrib><title>How Pre-Service Agricultural Education Teachers Plan to Integrate STEM Competencies in their Lessons</title><title>NACTA journal</title><description>Science, technology, engineering, and mathematics (STEM) education has become increasingly important. Ill-prepared secondary school graduates, along with increased demand for qualified STEM employees, sparked a plethora of STEM integration research. This study's purpose was to determine the extent to which pre-service teachers in agricultural education at Oklahoma State University planned to incorporate STEM content into their agricultural education lesson plans. Experienced educators in the respective STEM areas evaluated lesson plans from each participant for their STEM content. Of the four content areas, science and technology were integrated into lesson plans most frequently. Although, science, engineering, and math integration in pre-service teacher lesson plans decreased from the 2011-2012 group to the 2019-2020 group, technology standards showed an increase in agricultural education lesson plans. To further understand the STEM integration within agricultural education, it is recommended that pre-service teachers crosswalk agricultural course standards with STEM standards.</description><subject>Agricultural industry</subject><subject>Education</subject><subject>High schools</subject><subject>Methods</subject><subject>Oklahoma</subject><subject>Planning</subject><subject>Teachers</subject><issn>0149-4910</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid/><recordid>eNqVi0sKwjAURTNQ8LuHt4FK0g-lQ5GKgkKhnUtIX9snaSJJqtu3Azcgd3DgcO6CrblIiygtBF-xjfdPzmMRF9matRf7gcphVKN7k0I49o7UpMPkpIaynZQMZA00KNWAzkOlpYFg4WoC9k4GhLop73Cy4wsDGkXogeZiQHJwQ--t8Tu27KT2uP9xyw7nsjldol5qfJDpbHBSzWtxJGUNdjT7Yy6ynIskzpO_D1_OxE1o</recordid><startdate>20201101</startdate><enddate>20201101</enddate><creator>Eck, Christopher J</creator><creator>Whisenhunt, Jeffery</creator><creator>Robinson, J. Shane</creator><creator>Neumann, Kalianne L</creator><creator>Utley, Juliana</creator><creator>Gossen, Drew</creator><general>North American Colleges and Teachers of Agriculture (NACTA)</general><scope/></search><sort><creationdate>20201101</creationdate><title>How Pre-Service Agricultural Education Teachers Plan to Integrate STEM Competencies in their Lessons</title><author>Eck, Christopher J ; Whisenhunt, Jeffery ; Robinson, J. Shane ; Neumann, Kalianne L ; Utley, Juliana ; Gossen, Drew</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-gale_infotracacademiconefile_A7157013273</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Agricultural industry</topic><topic>Education</topic><topic>High schools</topic><topic>Methods</topic><topic>Oklahoma</topic><topic>Planning</topic><topic>Teachers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Eck, Christopher J</creatorcontrib><creatorcontrib>Whisenhunt, Jeffery</creatorcontrib><creatorcontrib>Robinson, J. Shane</creatorcontrib><creatorcontrib>Neumann, Kalianne L</creatorcontrib><creatorcontrib>Utley, Juliana</creatorcontrib><creatorcontrib>Gossen, Drew</creatorcontrib><jtitle>NACTA journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Eck, Christopher J</au><au>Whisenhunt, Jeffery</au><au>Robinson, J. Shane</au><au>Neumann, Kalianne L</au><au>Utley, Juliana</au><au>Gossen, Drew</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>How Pre-Service Agricultural Education Teachers Plan to Integrate STEM Competencies in their Lessons</atitle><jtitle>NACTA journal</jtitle><date>2020-11-01</date><risdate>2020</risdate><volume>65</volume><spage>241</spage><pages>241-</pages><issn>0149-4910</issn><abstract>Science, technology, engineering, and mathematics (STEM) education has become increasingly important. Ill-prepared secondary school graduates, along with increased demand for qualified STEM employees, sparked a plethora of STEM integration research. This study's purpose was to determine the extent to which pre-service teachers in agricultural education at Oklahoma State University planned to incorporate STEM content into their agricultural education lesson plans. Experienced educators in the respective STEM areas evaluated lesson plans from each participant for their STEM content. Of the four content areas, science and technology were integrated into lesson plans most frequently. Although, science, engineering, and math integration in pre-service teacher lesson plans decreased from the 2011-2012 group to the 2019-2020 group, technology standards showed an increase in agricultural education lesson plans. To further understand the STEM integration within agricultural education, it is recommended that pre-service teachers crosswalk agricultural course standards with STEM standards.</abstract><pub>North American Colleges and Teachers of Agriculture (NACTA)</pub></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0149-4910 |
| ispartof | NACTA journal, 2020-11, Vol.65, p.241 |
| issn | 0149-4910 |
| language | eng |
| recordid | cdi_gale_infotracacademiconefile_A715701327 |
| source | JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Agricultural industry Education High schools Methods Oklahoma Planning Teachers |
| title | How Pre-Service Agricultural Education Teachers Plan to Integrate STEM Competencies in their Lessons |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-09T03%3A18%3A09IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=How%20Pre-Service%20Agricultural%20Education%20Teachers%20Plan%20to%20Integrate%20STEM%20Competencies%20in%20their%20Lessons&rft.jtitle=NACTA%20journal&rft.au=Eck,%20Christopher%20J&rft.date=2020-11-01&rft.volume=65&rft.spage=241&rft.pages=241-&rft.issn=0149-4910&rft_id=info:doi/&rft_dat=%3Cgale%3EA715701327%3C/gale%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_galeid=A715701327&rfr_iscdi=true |