The purpose of this study was to determine the effect of inquiry-based agriscience instruction on student scientific reasoning. Scientific reasoning is defined as the use of the scientific method, inductive, and deductive reasoning to develop and test hypothesis. Developing scientific reasoning skills can provide learners with a connection to the scientific process by creating knowledge through evidence-based or authentic investigations. Higher reasoning scores indicate the learners' ability to change a nonscientific belief based on factual evidence. This quasi-experimental study investigated the effect of two teaching methods (inquiry-based instruction and the subject matter approach) on agriscience student scientific reasoning. Fifteen agriscience education classes confined within seven secondary schools across the United States participated in the study. Utilizing univariate analysis of covariance, there was a statistically significant difference between groups based on scientific reasoning. Those students taught through inquiry-based instruction were reported as having higher scientific reasoning than students taught through the subject matter approach.

The purpose of the qualitative study was to explore how middle and secondary school agriscience teachers define remote instruction and distance education. This research was conducted as a response to the COVID-19 pandemic. Data for the study were collected during the time schools were closed and/or offering remote instruction. A purposive sample of seventeen agriscience education teachers in the States of Alabama and Georgia were selected for this qualitative study. Data were collected using a structured interview questionnaire and analyzed using constant comparisons. The conceptual framework of this study was developed using transactional distance theory and bound by strategic analysis. Findings showed that secondary agriscience education teachers did not collectively define remote instruction and distance education in the same manner. Some defined them similarly, and some noted specific differences in how the terms are defined and used. These teachers identified strengths and opportunities that should be exploited and weaknesses and threats that should be mitigated. Recommendations for training in appropriate use of distance education delivery strategies are provided. Recommendations for additional research into the impact on student learning are provided.

Testing to build research-based evidence to support teaching methodologies that promote student learning has become increasingly important in a standards-based educational system in the United States. One challenge is the lack of studies that support specific methodologies so teachers and administers can make professional development and curricular decisions. This quasi-experimental study investigated the effect of two teaching methods on student content knowledge achievement. Inquiry-based instruction was compared to the subject matter approach in 15 agriscience education classes found within seven different secondary schools across the United States. Utilizing student pretest score as a covariate, there was a statistically significant difference between groups on the posttest. Those students taught through inquiry-based instruction were reported as having higher content knowledge achievement than students taught through the subject matter approach.

Instruction in laboratory settings is a component of the total agricultural education program. This teaching environment provides several opportunities for student learning, yet it also brings along several challenges for the instructor. One paramount challenge is authentic student assessment in this distinctive situation. This quasi-experimental, counterbalanced design study investigated the effect of two formative assessment techniques on student content knowledge achievement. The effect of traditional written laboratory reports was compared to the use of the Vee map in 18 agriscience education classes found within nine different secondary schools. Utilizing student pretest score as a covariate, there was a statistically significant difference between groups on the posttest. Regardless of replication in the study, student mean posttest scores were always higher in classes utilizing the Vee map.

Since its inception, school-based agricultural education in the United