Science, technology, engineering, and mathematics (STEM) education is intended to provide students with a cross-subject, contextual learning experience. In order to more fully prepare our nation's students for entering the globally competitive workforce, STEM integration allows students to make connections between the abstract concepts learned in core subject classrooms and real-world situations. FFA and 4-H programs, by nature, are intended to provide students with hands-on learning opportunities where abstract core subject principles can be applied and more fully understood. Junior livestock projects through FFA and 4-H can provide rich connections for students between what they learn in school and how it is applied in the real world through their livestock project.
Using a modified Delphi technique, this study identified STEM concepts associated with junior livestock projects. The study also examined whether STEM concepts should be integrated into the supervision of junior livestock projects and identified barriers which would prevent the incorporation of STEM concepts into local 4-H and FFA programming and instruction. The experts identified several (13 of 19) STEM concepts associated with junior livestock projects, four reasons local 4-H and FFA leaders/advisors should incorporate STEM concepts into their programming and instruction, and no barriers which would prevent local 4-H and FFA leaders/advisors from incorporating STEM concepts into their programming and instruction. This paper explores rationale regarding why STEM integration is important and makes recommendations for the integration of STEM concepts into the supervision of junior livestock projects.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/148336 |
| Date | 14 March 2013 |
| Creators | Wooten, Kate 1988- |
| Contributors | Rayfield, John |
| Source Sets | Texas A and M University |
| Detected Language | English |
| Type | Thesis, text |
| Format | application/pdf |
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