Implementing Inquiry Based Learning in Life Science Curriculum in Agricultural Education

Authors

Siera Meyer, University of Nebraska-LincolnFollow
Chance Kanode, University of Nebraska-LincolnFollow
Bryan Reiling, University of Nebraska-LincolnFollow
Nathan W. Conner, University of Nebraska-LincolnFollow
Christopher T. Stripling, University of TennesseeFollow
Laura Young, University of Nebraska-LincolnFollow
Mathew Kreifels, University of Nebraska-LincolnFollow
Mark Balschweid, University of Nebraska-LincolnFollow

Abstract

As Agricultural Education shifts to a more science-based curriculum to help fulfill shortcomings of the current United States science test scores, teachers implementing Inquiry-Based Learning (IBL) is becoming more important. For Agriculture Educators to do this, training is necessary for both new and experienced educators. This study was conducted to gauge teacher attitudes toward and ability to integrate IBL in the classroom to meet these goals. Teacher knowledge was also assessed in four life science categories. Study results indicate that teachers have positive attitudes toward learning about IBL and implementing the model in the classrooms. Teachers also gained more content knowledge in life science by completing the training. With proper training and experience in all levels of teachers, IBL methodology can be a useful tool in the agriculture education classroom.

Recommended Citation

Meyer, S., Kanode, C., Reiling, B., Conner, N. W., Stripling, C. T., Young, L., Kreifels, M., & Balschweid, M. (2023). Implementing Inquiry Based Learning in Life Science Curriculum in Agricultural Education. Journal of Human Sciences and Extension, 11(1), 10. DOI: https://doi.org/10.55533/2325-5226.1371

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.