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Embracing the role of science in agriculture

Posted on: Tuesday, 16 September 2003, 06:00 CDT

To most people, "agriculture" means the production of plants and animals for consumption or use by mankind. It follows that "agricultural education" centers on teaching methods used for the agricultural production of plants and animals. However, the knowledge base and infrastructure upon which we achieve these ends have changed tremendously over the past 10-15 years. Based on the application of a variety of contemporary advances in science and technology, modern agriculture has seen vast improvements in the ways we approach plant and animal production.

In this new era of agriculture, we will continue to see the development and practice of such techniques as "precision agriculture" (the use of satellite technology and global positioning devices for micromanaging farms and improving crop production), "genetic engineering" for the movement or altered expression of genes controlling desirable traits in plants and animals, and "bio- pharming" (the production of pharmaceutical or industrial chemicals like anti-cancer drugs and biodegradable plastics in animals and plants).

In addition to a much greater reliance on science and technology in modern agriculture, America has seen some notable changes in the demographics of agriculture (Table 1). Over the last century, there has been greater than a 60% decrease in the total number of farms with a corresponding threefold increase in the average farm size. This has been accompanied by a 95% reduction in the fraction of the population residing on farmland and a 79% reduction in the number of farm workers. The total land in agricultural production peaked in 1950 at 1.2 billion acres but has been steadily declining (by about 25%) ever since (NASS, n.d.). In view of the greater dependence of modern agriculture on science and technology, these are compelling statistics that underscore the declining numbers of careers in production agriculture with a shift towards careers in the basic sciences that support production agriculture. Despite the increasing roles that science and technology play in our lives, the scientific literacy of most Americans has not kept pace with the science-based technologies that impact their lives (Glenn, 2000; NRC, 1999). As a result, there is justifiable concern that America's educational system will not be able to provide an adequate supply of individuals with the necessary skills and background in science and technology that will be required by the emerging industries of an increasingly science-based economy (Glenn, 2000; NRC, 1996). This has led to a greater emphasis on standards-based science education at all levels in our school systems in recent years.

The responsibility for providing improved science education cannot rest solely with high school science teachers. The need to enhance the science education aspects of agriculture have also been recognized for some time (National Research Council, 1988). Agriculture teachers are in a strategic position to positively impact the science education of our young citizens. What better way to teach the fundamental concepts of science than in agriculture where the entire process of science can be applied to such a meaningful example of "science at work". Agricultural educators in America must rise to the call to help prepare our students with the appropriate scientific and technological background to pursue the science-based agriculture careers of the future.

At first impression, retooling to teach agriculture within the scientific context upon which it now so greatly relies may seem like a formidable task. Many teachers may feel unprepared to undertake a more science-based approach to teaching agriculture. However, as pointed out in another article appearing in the May-June 2003 issue of The Agricultural Education Magazine (Layfield and Sparace), changes in SAE and FFA activities bring promise. Various individuals and agricultural education support groups have developed or introduced a number of meaningful ways to not only bring the science back into agricultural education, but also to recognize the achievement of excellence by both students and teachers in sciencebased agricultural education activities.

Agriculture teachers cannot be expected to carry the entire burden of agricultural education reform. One of the best ways to enhance the scientific literacy of future generations is through changes in the preservice education of agricultural educators. Clemson University is responding to the changing needs of agricultural education in South Carolina in a number of ways.

The revised Agricultural Education Major now includes three new courses: "Teaching Agriscience,""Agriscience Institute," and "Biotechnology in Agricultural Education." Through these courses students will be exposed to the contemporary theories, techniques, careers, and teaching resources in science-based agriculture. Clemson University faculty also explore opportunities to foster greater mutually beneficial interactions between high school science and agriculture teachers to enhance overall high school science education in South Carolina and to re-align state agricultural education standards with the national science education standards. In future years, a number of resources will be developed and available to the agricultural education community.

Concluding Comments

The objective of agriculture has been and always will be the production of plants and animals to feed or serve mankind. However, our approach to agricultural production has come to greatly rely on the applications of modern science and technology for a variety of recent improvements and innovations. At the same time, this has been accompanied by a shift in career opportunities (and perhaps, interests) from traditional production agriculture to science- driven agricultural development. These trends underscore the reality that all agriculturalists, ranging from the farmers directly involved in growing plants and animals to those involved in the handling, distribution or processing of agricultural commodities, and even the consumers of these products, will require a much greater understanding of the scientific principles employed in the development and production of agricultural products. The approach by agricultural educators can be greatly enhanced through revealing the true nature of the science involved in agriculture and by preparing students for the emerging careers in science-based agriculture.

Table 1. Then vs. Now: Changes in Some Demographic Characteristics in U.S. Agriculture Over the Last 100 Years

all teachers of agriculture should be encouraged to embrace the role of science in agriculture. How wide open are your arms and your mind?

References

Glenn J. (2000). Before It's Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century. America Counts, U.S. Department of Education, Washington DC.

National Agricultural Statistics Service, (n.d.). Trends in U.S. Agriculture. Retrieved November 26, 2002, from http://www.usda.gov/ nass/pubs/trends/

National Research Council. 1999. Transforming Undergraduate Education in Science, Mathematics, Engineering and Technology. National Academy Press, Washington DC.

National Research Council. 1996. National Science Education Standards. National Academy Press, Washington DC.

National Research Council. 1988. Understanding agriculture: New directions for education. National Academy Press, Washington DC.

Salvatore A. Sparace is an Associate Professor in the Department of Biology Instruction (Agriscience Focus) at Clemson University.

K. Dale Layfield is an Assistant Professor in the Department of Biology Instruction (Agriscience Focus) at Clemson University.

Copyright National Council for Agricultural Education Jul/Aug 2003

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