Implementing Inquiry Based Learning in Life Science Curriculum in Agricultural Education

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.

Keywords

• : inquiry-based learning (ibl)
• professional development
• agricultural education
• teacher knowledge
• teacher attitudes