Misty D. Lambert

Understanding Characteristics, Uses, Perceptions, and Barriers Related to School Farms in Oregon

The relevance of experiential learning and opportunities a school farm can provide, along with the acknowledgment of potential barriers and the current deficit of research on school farms in Oregon make this study useful as a starting point in this line of exploration and in the preparation of teacher candidates. This study intended to gather descriptive data concerning school farms to gain a better understanding of the characteristics, uses, perceptions, and barriers to utilizing school farms as an experiential learning tool for students. Williams and McCarthy (1985) indicated utilizing school farms as a teaching-learning resource could benefit agricultural education programs, and Rose (2004) suggested we begin to reconsider how the school and workplace are connected. Approximately half of the agricultural education teachers in Oregon have access to a school farm. The primary facilities available on Oregon school farms were for equipment and tool storage and animal projects, with SAE and laboratory instruction being the main uses for students. Factors and barriers consist of the condition of the school farm, facilities, finances, and the ability of the teacher to oversee and to engage all students in the activity.

A Philosophical Review of Science and Society within Agricultural Education.

We utilized philosophical and historical perspectives to analyze the interconnectedness between agricultural education, science, and society. Using historical evidence, the adaptive role of agricultural education was discussed and recommendations for future adaptability were described. Additionally, connections between agricultural education, science, and society were evaluated in light of the call for agricultural educators to illuminate the links between science and society. In our exploration, the feasibility of linking science and society within school-based agricultural education was considered as well as the motivation and competence of current agriculture teachers to link science and society. Three types of secondary agriculture teachers emerged: (a) science illuminators, (b) illumination attempters, and (c) vocational purists. Recommendations are made for research exploring how identified classifications of teachers meet the science and social learning needs of students. Additionally, recommendations include methods for operationalizing agriculture, science, and society connections to enhance student learning and the positive impact of school-based agricultural education.