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In North Carolina, secondary agricultural education programs can now offer a state adopted integrated biotechnology course entitled Biotechnology and Agriscience Research. Empirical evidence was needed to identify and describe factors related to the intent of agricultural educators to adopt this curriculum in order to assist teachers during this transition. North Carolina agricultural educators were randomly surveyed to determine their self-perceived level of knowledge, actual level of knowledge and perceived importance of integrated science competencies in the course. This descriptive correlational study described how agricultural educators perceived the course in fulfilling program needs, perceived barriers to teaching the course, and the likelihood of agricultural educators in North Carolina adopting the course. Exploratory research was conducted to identify factors that best predicted the intent of agricultural educators to adopt the course. Agricultural educators accurately perceive that they lack biotechnology knowledge but they support its importance and recognize the benefits of integrated curriculum in agricultural education. Agricultural educators perceive that funding, equipment and teacher knowledge are the largest barriers to adopting integrated science curriculum. Agricultural educators most likely to teach biotechnology have less years of teaching experience, have attended some biotechnology training, and perceive that the curriculum will fulfill their program needs. |
