Science Citizenship through Secondary Agricultural Education

Abstract

Global society has major scientific challenges to solve over the coming decades including climate change and food insecurity. Considering school-based agricultural education can play an important role in developing scientifically literate and civically engaged citizens to help address these challenges, this study sought to describe and compare Pennsylvania agricultural education students’ science literacy, civic engagement, and science citizenship. In addition, the purpose of this study was to determine which variables of science literacy and civic engagement best predicted students’ science citizenship. Using a descriptive-correlational research design, the study utilized a questionnaire adapted from three existing instruments to measure science literacy, civic engagement, and science citizenship. Data was collected from a proportionate stratified random sample of Pennsylvania agricultural education programs for a total of (n = 197) students. The multiple linear regression model was found to be a significant predictor of students’ science citizenship and explained 57.8% of the variance. Civic skills efficacy, civic participation, value of science, science skills, and civic duty were significant predictors of students’ science citizenship. Recommendations from results include incorporating civic education that builds students civic skills into agricultural education curriculum, educating pre-service agriculture teachers how to incorporate civic engagement into their programs, and further research to determine the extent to which agriculture teachers currently support students’ civic engagement in their programs