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In Journal, Quantitative, Teaching & Learning in Undergraduate Academic Programs, Vol. 69

Knowledge, Skills, and Competencies Needed by Students with Training in Agricultural and Environmental Practices as Perceived by Local Leaders: A Delphi Study

Sarah Sapp, Andrew C. Thoron, & Eric D. Rubenstein
The purpose of this study was to examine the knowledge, skills, and competencies needed by high school students with coursework in agricultural and environmental practices as perceived by educators and industry members. This study utilized a true Delphi technique in order to obtain the perceptions of the respondents. Respondents indicated 122 items that were important for students to possess with coursework in this area. The top 83 items were reported based upon panel members’ perceived importance of these items. There were three major themes or categories of importance identified by the panel members, which include: life/leadership skills, core subject area knowledge, and competence in production agriculture knowledge/practices…

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In Journal, Quantitative, Teaching & Learning in Undergraduate Academic Programs, Vol. 66

Effect of the Inquiry-Based Teaching Method on Students’ Content Knowledge and Motivation to Learn about Biofuels

Carmelita E. Goossen, F. Richie Roberts, Amanda Kacal, Ashley S. Whiddon, & J. Shane Robinson
Students in secondary education are failing in science and are not prepared adequately for college. This deficit has led to the use of innovative teaching methods, including inquiry-based instruction. Inquiry-based instruction has gained popularity because of its realistic and problem- based strategy. The purpose of this study was to determine the effect of inquiry-based instruction, compared to lecture, on the content knowledge and motivation for completing a science-based laboratory activity of pre-service agricultural education teachers (N = 41) at Oklahoma State University. Students were assigned randomly to either an inquiry group or lecture group in the completely randomized 2×2 design. A biofuels unit…

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In Journal, Quantitative, Vol. 66

The Impact of Socioscientific Issues-based Instruction on College Students’ Knowledge Acquisition

Catherine W. Shoulders & Jarred D. Wyatt
The need for STEM literacy among undergraduates has fueled the exploration of innovative teaching methods in the higher education setting. Socioscientific issues (SSI)-based instruction is an instructional model that has yielded positive results in a variety of settings, including agricultural education. However, the multiple variables contributing to the impact of classroom instruction on student outcomes merits further investigation into the effectiveness of SSI-based instruction at the undergraduate level. This quasi-experimental study examined the impact of SSI-based instruction on undergraduate students’ knowledge of solar energy…

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