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Secondary agriculture teachers' knowledge, beliefs and, teaching practices of climate change

机译:中学农业教师的知识,信仰和气候变化教学实践

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Purpose: Global climate change (GCC) impacts agriculture through food production. Promoting the understanding about GCC among agricultural educators is imperative. While substantive research exists for the knowledge, conceptions, and beliefs of science teachers, few studies focus on agriculture educators. This research investigates the foundational state of secondary agricultural teachers' knowledge, practices, and beliefs about GCC.Design/methodology/approach: In this quantitative study, we used a 22-item survey to capture secondary agriculture teachers' conceptions, beliefs, and practices about GCC. Total 258 secondary agriculture teachers from fourteen states completed the survey. Data was analyzed using descriptive statistics.Findings: Overall, secondary agriculture teachers have a strong understanding about the basic science concepts that constitute the understanding for GCC. However, they are challenged in understanding data that forms the evidence for GCC, and whether this phenomenon is anthropogenic or natural, or both. Their teaching practices about addressing the content of GCC are diverse from spending a dedicated amount of time to none at all in their classrooms.Practical implications: Information acquired will be used to support the agricultural educators needs for resources specifically designed and aligned for the GCC content relevant to agriculture.Theoretical implications: This research informs the field of climate literacy and education through contributing an empirical assessment of one of the underserved population groups - teachers of agricultural education.Originality/value: Very few empirical studies were available for teachers of agriculture, hence this study served as an exploratory foundational work towards future research efforts.
机译:目的:全球气候变化(GCC)通过粮食生产影响农业。促进农业教育工作者中关于GCC的理解是必要的。虽然科学教师的知识,概念和信仰存在实质性研究,但很少有研究专注于农业教育者。本研究调查了中学农业教学的知识,实践和信仰的基础,以及关于GCC.Design/Methodology/aproCh:在这项定量研究中,我们使用了22项调查来捕获中学农业教师的概念,信念和实践关于gcc。来自十四个国家的258名二级农业教师完成了调查。使用描述性统计分析数据.Findings:总体而言,中学农业教师对构成对GCC了解的基础科学概念有很强的了解。但是,它们在理解构成GCC的证据的数据方面受到挑战,以及这种现象是人为或天然的,还是两者。关于解决GCC内容的教学实践是多元化的,从而在课堂上消费了专注的时间。正常意义:所获得的信息将用于支持农业教育工作者对专门设计并对GCC内容进行专门设计的资源的需求与农业有关。理论意义:本研究通过促进对农业教育教师之一的实证评估来通知气候识字和教育领域。民间/价值:农业教师提供了很少的实证研究,因此,本研究担任未来研究努力的探索性基础工作。

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