The authors argue STEM content incorporation in agricultural teacher education is appropriate because agriculture is an applied science¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors argue that incorporating STEM content such as contextualized mathematics into agricultural teacher education is essential for developing preservice teachers' pedagogical content knowledge, because generic pedagogy alone does not fully prepare them. → Christopher T. Stripling and T. Grady Roberts 2014

Evidence¶

Christopher T. Stripling and T. Grady Roberts 2014¶

Christopher T. Stripling and T. Grady Roberts. (2014). Effects of Mathematics Integration in a Teaching Methods Course on Mathematics Ability of Preservice Agricultural Education Teachers. Journal of Agricultural Education, 55(3), 1-16. https://doi.org/10.5032/jae.2014.03001

q1 · i? · causal · r1

Theoretical argument in the Discussion, citing Darling-Hammond (2006) that subject-specific pedagogical knowledge enables teachers to represent subject matter accessibly, so teaching methods should be taught within the context of the subject. No data are offered for this argument in the article.

"the authors believe the incorporation of STEM content into agricultural teacher education is appropriate because of the nature of agriculture. Agriculture is an applied science."

Discussion¶

Related Claims¶

• 80% of partnered science teachers voluntarily incorporated Science-in-CTE methods or examples into their science classes — related
• 92% of experimental agricultural education teachers continued using Science-in-CTE materials one year after the pilot study — related
• The social nature of self-efficacy may produce a false sense of mathematics efficacy among preservice teachers, with negative implications for future teaching — related
• Only 29% of control agricultural education teachers used the Science-in-CTE method and lessons one year later — related
• The MTIS treatment significantly improves the mathematics ability of preservice agricultural education teachers, with a large effect size — related
• Preservice agricultural teachers were efficacious in personal mathematics and personal teaching efficacy but only moderately efficacious in mathematics teaching efficacy throughout the course — related
• Mastery experiences may not be the optimal method for initially increasing preservice agriculture teachers' self-efficacy — related
• The MTIS treatment did not significantly change preservice agricultural teachers' personal mathematics efficacy in a teaching methods course — related