The agricultural industry and the education of and about agriculture have experienced metamorphic change over the last 100 years. During this time, Carlson (2000) reported the agricultural industry has progressed through a biological revolution in which the content knowledge base and productiveness of agriculture have increased exponentially. New hybrids, oil-seed crops, fertilizer and herbicide manufacturing and genetically altered crops in the field of biotechnology are just a few of the key discoveries that have accelerated this revolution. In recent years, curriculum integration of science and agriculture has accelerated due to the biological revolution that requires the agriculturist to understand more science. In order to teach students about the production of plants and animals and their relationship to the environment, an agricultural educator has to teach science. The question of whether we should teach science in agriculture has been answered. In the upcoming century, the real questionto debate in agricultural education is "how much science" should we be teaching in agricultural education? How much do our students need to understand about biotechnology discoveries to work in agriculture or be an intelligent consumer of biotechnology products?
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