Agricultural Leadership, Education & Communication Department


Date of this Version

Spring 5-1988


A Thesis Presented to the Faculty of The Graduate College in the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science Major: Agricultural Education Under the Supervision of Dr. Richard M. Foster


The study was conducted to identify the science concepts taught in the vocational agriculture curriculum which are the same as science concepts considered necessary in the secondary science curriculum in Nebraska, as perceived by 33 vocational agriculture instructors and science instructors in earth science (24), biology (30), physics (28) and chemistry (28). A mail survey was used to collect data for the study. The survey return rate for the vocational agriculture teachers was 75 percent; while science teacher returns were lower (54.5 to 68.2%). Science concepts were rated on a scale of 1 to 5 of importance for students to know upon graduation. Means, standard deviations and T-probabi1ities were computed for each science concept. The vocational agriculture instructors identified 27 earth science concepts out of 141 (19.15%), 38 biology concepts out of 149 (25.5%), 28 physics concepts out of 160

(17.5%) and 9 chemistry concepts out of 144 (6.25%) concepts from the Quantum Project as being taught in their programs.