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Exploring key variables in teaching socioscientific issues in agricultural education.

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Title: Exploring key variables in teaching socioscientific issues in agricultural education.
Authors: Burrows, Michelle S.1 (AUTHOR) michelle.burrows@usu.edu, Sorensen, Tyson J.1 (AUTHOR), Lawver, Rebecca G.1 (AUTHOR)
Source: Natural Sciences Education. Dec2025, Vol. 54 Issue 2, p1-13. 13p.
Subject Terms: *Agricultural education, *Teacher effectiveness, *Teaching methods, *Teacher training, Social ethics, Food security, Climate change
Geographic Terms: United States
Abstract: Many socioscientific issues (SSIs) impact agriculture across the world and school‐based agricultural education (SBAE) can play an important role in the education and training of individuals who can address the issues. The purpose of this quantitative survey research study was to identify key variables related to teaching SSI topics within SBAE. This research was guided by the SSI‐based instruction framework. The population for this study was all SBAE teachers in the United States during the 2019–2020 school year. A total of 136 SBAE teachers participated in the study. The dependent variables consisted of nine common SSI topics: climate issues, ecosystem and biodiversity issues, energy issues, food security issues, genetic engineering issues, human population issues, natural resources issues, sustainability issues, and water issues. Independent variables were teaching efficacy beliefs, perceived need to integrate, time barriers, knowledge barriers, support barriers, years of teaching experience, political ideology, and gender. A series of logistic regression analyses were conducted to determine the predictors of integrating specific SSIs in the SBAE teacher's instructional practices. Teaching efficacy beliefs were the most prevalent predictor of SSI integration within SBAE. Findings also suggest that barriers might exist, making it difficult for teachers to integrate SSI topics. Some demographic characteristics like gender and political ideology were significant predictors of integrating some of the SSI topics. Recommendations include integration of SSI and the SSI‐based instruction framework in pre‐service agricultural teacher preparation programs and in‐service teacher professional development to increase teaching efficacy beliefs toward SSI integration. Further SSI research within SBAE is recommended. Core Ideas: Research was conducted to identify key variables related to teaching SSI topics within school‐based agricultural education (SBAE).Teaching efficacy beliefs were the most prevalent predictor of socioscientific issues (SSIs) integration within SBAE.SSI and the SSI‐based instruction framework should be integrated in pre‐service SBAE teacher preparation programs and in‐service teacher professional development. Plain Language Summary: This study looked at how US agricultural teachers include important social and scientific issues (like climate change, food security, and water use) in their teaching. Researchers surveyed agriculture teachers during the 2019–2020 school year to find out what helps or prevents them from teaching these topics. They found that teachers who felt confident in their teaching abilities were more likely to include these issues. However, some challenges, like lack of time, support, or knowledge, made it harder. Personal factors like gender and political views also influenced whether certain topics were taught. The study recommends better training for teachers, both before and during their careers, to help them feel more prepared to teach these important issues. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Many socioscientific issues (SSIs) impact agriculture across the world and school‐based agricultural education (SBAE) can play an important role in the education and training of individuals who can address the issues. The purpose of this quantitative survey research study was to identify key variables related to teaching SSI topics within SBAE. This research was guided by the SSI‐based instruction framework. The population for this study was all SBAE teachers in the United States during the 2019–2020 school year. A total of 136 SBAE teachers participated in the study. The dependent variables consisted of nine common SSI topics: climate issues, ecosystem and biodiversity issues, energy issues, food security issues, genetic engineering issues, human population issues, natural resources issues, sustainability issues, and water issues. Independent variables were teaching efficacy beliefs, perceived need to integrate, time barriers, knowledge barriers, support barriers, years of teaching experience, political ideology, and gender. A series of logistic regression analyses were conducted to determine the predictors of integrating specific SSIs in the SBAE teacher's instructional practices. Teaching efficacy beliefs were the most prevalent predictor of SSI integration within SBAE. Findings also suggest that barriers might exist, making it difficult for teachers to integrate SSI topics. Some demographic characteristics like gender and political ideology were significant predictors of integrating some of the SSI topics. Recommendations include integration of SSI and the SSI‐based instruction framework in pre‐service agricultural teacher preparation programs and in‐service teacher professional development to increase teaching efficacy beliefs toward SSI integration. Further SSI research within SBAE is recommended. Core Ideas: Research was conducted to identify key variables related to teaching SSI topics within school‐based agricultural education (SBAE).Teaching efficacy beliefs were the most prevalent predictor of socioscientific issues (SSIs) integration within SBAE.SSI and the SSI‐based instruction framework should be integrated in pre‐service SBAE teacher preparation programs and in‐service teacher professional development. Plain Language Summary: This study looked at how US agricultural teachers include important social and scientific issues (like climate change, food security, and water use) in their teaching. Researchers surveyed agriculture teachers during the 2019–2020 school year to find out what helps or prevents them from teaching these topics. They found that teachers who felt confident in their teaching abilities were more likely to include these issues. However, some challenges, like lack of time, support, or knowledge, made it harder. Personal factors like gender and political views also influenced whether certain topics were taught. The study recommends better training for teachers, both before and during their careers, to help them feel more prepared to teach these important issues. [ABSTRACT FROM AUTHOR]
ISSN:21688273
DOI:10.1002/nse2.70027