| Popis: |
Student laboratory learning has been an important component of the agricultural education model. Phipps and Osborne described a total agricultural education program as one that consists of three essential and interdependent components: classroom and laboratory instruction, supervised agricultural experience and the FFA (Phipps & Osborne, 1988). According to Osborne and Dyer, “agricultural laboratories provide opportunities for students to actively and experientially engage in scientific inquiry and application”(Osborne & Dyer, 2000). As the popularity of laboratory centered agricultural education classes escalate, it is imperative for agriculture teachers to have the knowledge and skills needed to manage educational laboratories. For secondary agricultural mechanics educators, laboratory management skills are an integral proficiency for laboratory instruction. |
