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首页> 外文期刊>Journal of Agricultural Education >MODERNIZING THE AGRICULTURAL EDUCATION CURRICULUM: AN ANALYSIS OF AGRICULTURAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND UNDERSTANDING OF BIOTECHNOLOGY
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MODERNIZING THE AGRICULTURAL EDUCATION CURRICULUM: AN ANALYSIS OF AGRICULTURAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND UNDERSTANDING OF BIOTECHNOLOGY

机译：农业教育课程现代化：农业教育教师态度，知识与生物技术理解分析

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摘要

In 1917, the Smith-Hughes Act encouraged the development of an agricultural education curriculum that spread innovative farming techniques throughout the nation. During the last half of the 20' century, however, many programs failed to keep pace withrapidly changing technologies. In a major study funded by the National Academy of Sciences (National Research Council, Board on Agriculture, Committee on Agricultural Education in Secondary Schools, 1988), much of the focus and content of many vocationalagriculture programs was found to be outdated. The authors challenged the profession to broaden the relevance and scope of the agricultural education curriculum to better prepare students for the study of agriculture. One response to this challenge wasto infuse more science and technology into the agricultural education curriculum. The purpose of this descriptive research study was to provide information on the attitudes and knowledge of biotechnology by agricultural education teachers in West Virginia. A major finding of the study was the agricultural education teachers possessed a positive attitude towards biotechnology, but lacked the resources and knowledge to incorporate the subject matter into their curriculum. Teachers perceive themselves with more knowledge on biotechnology topics traditionally associated with agriculture (animal reproduction, hybridization) and less knowledge on topics associated with other fields (environmental biotechnology, human genomics).
机译：1917年，史密斯 - 休斯法案鼓励在全国范围内展开创新农业技术的农业教育课程的发展。然而，在20世纪的后半部分，许多程序未能与速度相变化。在由国家科学院资助的一项重大研究（国家研究委员会，农业委员会，1988年中学的农业委员会），发现许多职业资源计划的大部分焦点和内容被发现过时。作者挑战了该专业，扩大农业教育课程的相关性和范围，以便更好地为学生做好学习。对这一挑战的一个回应Wasto将更多的科学技术注入农业教育课程。这种描述性研究的目的是提供有关西弗吉尼亚州农业教育教师的生物技术态度和知识的信息。该研究的主要发现是农业教育教师对生物技术具有积极的态度，但缺乏将主题纳入其课程的资源和知识。教师认为，更多关于传统上与农业（动物繁殖，杂交）和关于与其他领域相关的主题的知识（环境生物技术，人类基因组学）的知识了解。

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