Issue 1 M a G a Z I N E

July/August The Agricultural 2019 Volume 92 EDUCATION Issue 1 M A G A Z I N E

Science Communication in Agricultural Education EDITOR COMMENTS Preparing Our Students to be Science Communicators by Gaea Hock s agricultural education of products in a manner the tors, we spend the average citizen can comprehend? majority of our day The world we live in continues teaching and com- to become more and more removed Amunicating about science. Our from agriculture. I would argue students are encouraged to learn that society is also becoming more basic concepts, apply them to situ- and more distrustful of scientists ations, and think about how they and agriculturalists. We need to can solve the grand challenges develop students who have a high facing the industry. I would ques- capacity for critical thinking, seek tion how well we are actually the truth, and stand up to those preparing our students to commu- who would wish to deny the scien- nicate the science of agriculture. tific facts surrounding key issues. We need everyone involved with the agricultural industry to be an As you read each of the articles effective science communica- in this issue, reflect on how you tor. How do we accomplish this? can prepare your students to be science communicators. Consider One book I recommend you your students communicate scientific concepts during that event? how you are teaching key concepts integrate into your classroom is and ask students to not only regur- Citizen Science: How Ordinary What are ways to encourage students to learn the science involved gitate scientific information, but People are Changing the Face of also share their knowledge with Discovery by Caren Cooper. Each in the segments of the agricultural industry showcased at the event? others. We need to work to prepare chapter of the book is devoted to all of our students to face the grand a different area of science. There Also, consider what assign- challenges in their local, state, na- are chapters on Ornithology, En- ments you could add to your tional, and global communities. tomology, Microbiology, Con- existing classes to help students servation Biology and several learn to communicate about the others that have connections to science of agriculture. One idea agriculture, food, and natural re- would be to have them create a sources. I envision this book being short educational video to share a catalyst to get students excited via social media. The more fun to conduct their own research they have with it, the better! An- study or engage with an existing other would be to “explain it to citizen science project. You could me like I am five” activity to en- also use it to kick start ideas for courage them to break down a several FFA competitive events complex scientific concept into including the Agriscience Fair, something more understandable. Prepared Public Speaking, Ag Is- As you work to teach your sues Forum, and Marketing Plan. students, are you also thinking When you host events for your about them being ambassadors for school or FFA chapter consider agriculture and science? Can your how you can make them more students articulate the importance Dr. Gaea Hock is an Associate meaningful, impactful, and edu- of technological innovation? Are Professor of Agricultural Education cational. For example, almost all they able to communicate their at Kansas State University and Editor FFA chapters host some type of understanding of biotechnology, of The Agricultural Education genetics, and chemical composi- “Day on the Farm” event. How can Magazine.

2 The Agricultural Education Magazine CONTENTS

Science Communication in Subscriptions Subscription price for The Agricultural Education Magazine Agricultural Education is $15.00 per year. Foreign subscriptions are $25.00 (U.S. currency) per year for surface mail, and $40 (U.S. currency) Editor Comments: foreign airmail (except Canada). Orders must be for one year or longer. We can accept up to a three year subscription. Preparing Our Students to be Science Communicators...... 2 Refunds are not available. Please allow 4 - 6 weeks delivery by Gaea Hock of first magazine. Claims for missing issues cannot be honored after three months from date of publication, six Theme Editor Comments: months for foreign subscriptions. Single copies and back issues less than 10 years old are available at $5 each ($10.00 Science Communication in Agricultural Education ...... 4 foreign mail). All back issues are available on microfilm from UMI University Microfilms, 300 North Zeeb Road, by Taylor K. Ruth Ann Arbor, MI 48106. UMI University Microfilms telephone number is (313) 761-4700. In submitting a subscription, Theme Articles: designate new or renewal and provide mailing address including ZIP code. Send all subscriptions and requests for Streaming Science: An Intentional Educational Approach for Devel- hard copy back issues to the Business Manager: Jay Jackman, National Association of Agricultural Educators (NAAE) 300 oping the Next Generation of Science Communicators, Educators, Garrigus Building, 325 Cooper Drive, The University of and Extension Specialists ...... 5 Kentucky, Lexington, Kentucky 40546-0215, Phone: (859) by Jamie Loizzo 257-2224, FAX: (859) 323-3919. E-mail: [email protected]

Integrating Science Communication and Literacy Article Submission into the Classroom ...... 8 Articles and photographs should be submitted to the Editor by Jordan Johns or Theme Editor. Items to be considered for publication should be submitted at least 90 days prior to the publication date of the intended issue. All submissions will be Teaching Students to Become Better Consumers acknowledged by the Theme Editor and/or the Editor. No of Science Communication ...... 10 items are returned unless accompanied by a written request. by Quisto Settle Articles should be approximately four double spaced pages in length (1500 words). Information about the author(s) should be included at the end of the article. Photos and/or Informal, Nonformal, and Free-Choice Learning: drawings appropriate for the “theme issue” are welcomed. Engaging with Scientists in Unexpected Places...... 13 Photos/drawings should be submitted in an electronic format (jpg or tiff format preferred – minimum 300 dpi). by Katie Stofer Do not imbed photos/drawings in the Word document. A recent photograph (jpg or tiff format preferred– minimum Enhancing Food Science Literacy with Graphic Novels...... 16 300 dpi) of all authors should accompany the article un- by Buddy McKendree and Jason Ellis less photographs are on file with the Editor. Articles in the Magazine may be reproduced without permission but Embracing Mistakes to Cultivate Scientific Literacy should be acknowledged. in Our Students ...... 18 Editor by Anna Warner Dr. Gaea Hock, Associate Professor, Agricultural Education, Kansas State University, 315 Umberger Hall, Manhattan, Kansas 66506, Phone (785) 532-1166, FAX: (785) 532-5633. Multiple Literacies in Agriculture Classrooms ...... 20 by Dean Powers E-mail: [email protected]

Publication Information Subject Index-Volume 91 ...... 24 The Agricultural Education Magazine (ISSN 0732-4677), published bi-monthly, is the professional journal of Author Index-Volume 91...... 26 agricultural education. The journal is published by The Agricultural Education Magazine, Inc. at 300 Garrigus Building, The University of Kentucky, Lexington, Kentucky 40546-0215.

Periodicals Postage Paid at Lexington, Kentucky and at additional mailing offices.

POSTMASTER: Send address changes to The Agricultural Education Magazine, attn: Jay Jackman, 300 Garrigus Building, The University of Kentucky, Lexington, Kentucky 40546-0215. Phone: (859) 257-2224, FAX: (859) 323-3919. Front Cover Photo Courtesy of Jamie Loizzo Back Cover Photo Courtesy of Gaea Hock

July-August 2019 3 THEME EDITOR COMMENTS Science Communication in Agricultural Education by Taylor K. Ruth cannot tell you how many ily memories of squeezing fresh also the ones helping to commu- times I have heard students orange juice with their children nicate about agricultural sciences in my agricultural commu- or not having limes to make mar- to their peers, friends, and family. nications courses say, “By garitas with on a hot summer day. Therefore, it is critical for us to Ithe year 2050, there will be more These conversations with con- prepare these students to be both than 9 billion people on Earth, sumers illustrate two things: (1) consumers and communicators of and we have to find sustainable people care more about how sci- science. This issue provides use- ways to feed them.” However, ence impacts them personally op- ful tools and programs to integrate I can tell you how many times I posed to how it impacts citizens science communication and sci- have heard a member of the gen- globally and (2) as a discipline, ence literacy in the classroom and eral public bring that point up as we are facing critical issues re- covers topics including how we their top concern – once. I can lated to science literacy, or how can learn from our mistakes in sci- also tell you some other things I well people can apply and utilize ence, use science communication have heard in my research asking science in their day-to-day lives. to teach students new concepts, consumers about their percep- While science communication, and even how we can use graphic tions of agricultural science: “I or communication from scientists novels to teach about food safety. don’t care if farmers make more to non-scientists about their re- My hope is this issue sparks money from this new technol- search, can help to address these some ideas and can help you to ogy. That means I lose money,” issues in science literacy, there challenge students to think criti- “I don’t want to be the guinea is an equal opportunity for us to cally about the research they see pig for these new innovations in start fostering a scientifically lit- in the news and reflect on how agriculture,” and my personal fa- erate society with our students. they use science every day. Most vorite, “I wouldn’t buy citrus that We have to start challenging importantly, I hope your students was genetically modified through our students’ beliefs and prior no- can understand there are multiple the use of a virus vector. Vaccines tions related to agricultural and perspectives to critical issues in cause autism in children.” The environmental sciences and have agricultural and natural resources, logic in these reasons for not sup- them put themselves in the shoes and before we start stating the facts porting innovations in agricultural on non-agriculturalists. Have them we know to be true, we should science might be flawed, but the understand the valid concerns con- also stop and listen to our audi- concerns and fears are very real. sumers express about their food ence’s concerns. Listening, and We cannot expect everyone and discuss how to communicate communicating about what your to make 100% rational decisions about those concerns rather than audience cares about, is the first when it comes to science and simply provide people “the facts” step to delivering effective sci- technology. Not because these without context. Teaching our ence communication and develop- people are not smart enough or students to critically consider the ing a scientifically-literate future. not educated enough, but because issues in agriculture will also in- we cannot expect everyone to care crease their own science literacy. about the same things we care I have always seen agricultural about. In those same conversa- education and agricultural/science tions I described earlier, we were communication as two sides of the talking to consumers about geneti- same coin. We both want our audi- cally modifying citrus to save the ence, whether students or consum- industry from a bacterial disease ers, to be able to analyze and apply Taylor K. Ruth is an Assistant infecting orange groves. Tell- scientific concepts in their lives. Professor of Agricultural ing consumers this new technol- Students enrolled in agricultural and Environmental Science ogy would save the industry was education classes will not only be Communication in the Department of something they simply did not the ones driving scientific policy Agricultural Leadership, Education care about. They told us they ac- in the future through their votes and Communication at the University tually cared about losing the fam- and purchasing decisions, but of Nebraska-Lincoln. 4 The Agricultural Education Magazine THEME ARTICLE

Streaming Science: An Intentional Educational Approach for Developing the Next Generation of Science Communicators, Educators, and Extension Specialists by Jamie Loizzo e often separate an Extension specialist giving a ogy, and non-formal spaces that the disciplines of program at a local school about moves beyond simply pushing science communi- nutrition. Hence, the instruction information, but rather for pro- cation, education, is outside of the usual school cur- moting two-way interaction, dia- Wand Extension into their own spe- riculum, yet the specialist deliv- logue, learning, and engagement cific categories, specializations, ers the program within classroom about agriculture related science and degree programs. Science walls. Informal communication, content impacting everyday lives. communicators are frequently learning, and engagement hap- described as professionals who pens outside of schools and might Systematic, Intentional write, create videos, websites, include viewing a documentary, Instructional Design: Project- plan events, and other skills-based reading a magazine, or visiting a Based Learning activities. While science educators museum. Online environments As a response to this need to are said to be teachers in class- might include Massive Open On- develop multi-disciplinary critical rooms who do the day-to-day line Courses (MOOCs), social thinking and creative researchers work of educating youth. Exten- media communities of practice, a and professionals, we must take sion specialists are then typically website, or blog. As a further ex- a systematic instructional design viewed as scientists and educators ample of where our different spe- approach for intentionally creat- who deliver a variety of program- cializations overlap, I often use the ing immersive learning experi- ming in multiple formats and set- following table with science com- ences for students to fulfill these tings to youth and adult learners. munication students to visually current and future leadership, Where do these domains, In science communication, we In science education and theories, skills, and activities say... Extension, we say... overlap? How do we prepare the next generation of science com- Target Audiences Target Learners municators, educators, and Ex- Key Messages Learning Objectives tension specialists to work across disciplines for public science Deliverables/Outlets Curriculum/Lesson Plans engagement that leads to science-based decision-making for Analytics/Tracking Assessment/Evaluation positive life-changing impacts? Non-formal/Informal/Online Behavior Intention and Change Behavior Intention and Change Science Communication, Education, and Extension I would like to kindly encour- demonstrate how our efforts, ap- faculty, and practitioner roles. age researchers, practitioners, proaches, and terminology overlap. First, we must ask: what com- and students among the different It is critically important that we petencies and skills should 21st disciplines to consider the areas prepare 21st century science com- century science communication, of non-formal, informal, and on- municators, educators, and Exten- education, and Extension stu- line environments as a potential sion specialists to collaborate for dents and graduates have? The intersection and collaboration creating effective communica- answer: there are many. Great space for our research, teaching, tion, education, and programming places to start, broadly, include: and engagement efforts. Non-for- experiences across our various Science literacy - knowledge mal environments might include theories, approaches, terminol- of science, current issues, the

July-August 2019 5 scientific worldview, scientific they often never meet a univer- Students in an instructional inquiry, and the nature of science sity scientist, Extension specialist, and communication technol- Media literacy – how to or step foot into a university lab, ogy graduate course worked with identify bias, critically evalu- field site, or non-formal/informal university museum scientists to ate information, read and education site. Instead, students create, deliver, and research an cite peer-reviewed research might go through the motions of electronic field trip for middle and submitting assignments and cre- high school audiences about the Multimedia skills – writing, ating projects for fictitious com- university’s bat houses, museum photography, video, audio, web, so- munication clients. The American collections, bat population genet- cial media, software, and hardware Association for Agricultural Edu- ics research, and climate change Public engagement – needs cation (AAAE) national research Within each of these exam- assessment, target audience/ agenda (2016) calls us on us to ples, students not only developed learner identification, cultural multimedia science awareness, dialogue strate- communication gies and tools, evaluation skills, but they also Project-based learning (PjBL) worked on driv- is one instructional design ap- ing questions to proach I have repeatedly applied, investigate science researched, and found effective concepts such as for engaging students in the above organic production competencies in my courses methods, big data, across three different institutions and wildlife genet- to intentionally engage students ics. Through their from a variety of backgrounds sustained inquiry in science communication, ag- and reflection, they ricultural education, and exten- created real-world sion learning and contexts. PjBL science communi- includes the following steps: a develop immersive, active, and cation products for public audienc- challenging problem or question, hands-on learning experiences es. This combination of learning sustained inquiry, authenticity, for students’ deeper understand- and applying skills coupled with student voice and choice, reflec- ing and learning. It is within this science learning has transformed tion, critique and revision, and space that I imagined the Stream- students’ content knowledge, at- a public product (BIE, 2019). ing Science (https://www.stream- titudes, and behavior intentions ingscience.com) student-driven, Some examples of how I have toward science concepts, scien- faculty-facilitated online science tists, and Extension programs. applied PjBL in science communi- communication platform (founded cation classes over recent years are: The PjBL approach has also at the University of Nebraska-Lin- broadened students’ perceptions Students in a mobile video coln in 2016 and extended to the of the roles and capabilities of course worked with an Exten- University of Florida in 2018). In science communicators for devel- sion small farms team to create its simplicity, Streaming Science oping public science engagement videos about organic agricul- is a website and social media pres- and increasing science literacy. tural practices that were shared ence that is hopefully appealing via DVDs with the group’s to the eye. In its complexity, there Streaming Science as a members and stakeholders is a lot more going on behind the Teaching, Research, and Students in a podcasting course scenes. The project is meant to be Engagement Platform worked with the university’s big a positive and productive collision Through my work at three dif- data consortium and scientists to of students, scientists, and Exten- ferent institutions, I had the real- create podcasts about big data con- sion specialists, creating and shar- ization that science communica- cepts and current research for the ing real-world innovative multi- tion students often graduate with consortium’s members, stakehold- media communication products bachelor’s, master’s, and doctoral ers, and online public audiences and engagement programming for degrees of science (not arts), yet

6 The Agricultural Education Magazine a variety of audiences – and most in teaching and research in non- Ten, twenty, thirty years from of this happens through PjBL de- formal, informal, and online en- now – and beyond, it will be signed courses and grant projects. vironments for increasing science amazing to see where immersive In its current form, Streaming literacy and engagement. The next learning and engagement projects Science is an outlet for students’ iteration of Streaming Science such as Streaming Science take multimedia work to reach pub- aims to grow, examine, test, and our science communication, agri- lic online audiences, as well as a implement strategies with sys- cultural education, and Extension platform for connecting with PK- tematic instructional design and disciplines. There is no limit to 12 teachers and youth. Streaming research with the following aims: this type of intentional teaching, Science gives faculty and students Develop solutions-focused, research, and collaboration for a collective voice and presence constructive science communi- fostering growth in ourselves, for experimenting, disseminating, cation for impacting decision- our students, and graduates. and researching communication making and behavior change. If you are interested in products and program engage- Streaming Science will purpose- learning more about Stream- ment about agricultural and natu- fully teach solutions communica- ing Science, PjBL, or col- ral resource topics. On the site, tion rooted in positive psychology laborating, please contact me! you will find student-created vid- that flips traditional journalism eos photo essays, and podcasts on its head. Instead of reporting References created as part of science com- on problems, Streaming Science Buck Institute for Education. munication courses and grants. faculty and students will cre- 2019. What is project- Additionally, Streaming Science ate content focused on scientific based learning? Retrieved has offered three live web-casted and social solutions to global ag- from:http://bie.org/about/ electronic field trip programs in ricultural and natural resource what_pbl the past three years and recently, a problems and invite dialogue. Roberts, T. G., Harder, A., & new Scientist Online offering con- Move beyond ‘The Deficit Brashears, M. T. (Eds). necting youth with scientists via Model’ and echo chambers– do (2016). American Asso- Skype in the Classroom. Stream- not simply push facts and expect ciation for Agricultural ing Science facilitates the ‘public audiences/learners to change Education national re- product’ final stage of the PjBL opinions and behaviors. Instead, search agenda: 2016- design. Students also use related invite engagement and dialogue 2020. Gainesville, FL: Streaming Science social media by hosting interactive programs Department of Agricul- to post and go live via Facebook and implementing tools for syn- and Twitter from science-related tural Education and Com- chronous and asynchronous con- munication. events, hence actively participat- versation. This will involve finding in real-world online commu- ing ways for diverse audiences to nication. While the program has submit content back to Streaming proven successful in sharing in- Science, instead of only consum- formation and impacting attitudes ing Streaming Science content. and learning, there is still much room for increasing dialogue and Continue to explore new engagement with the platform. tools and interactive technology methods for meeting audi- Future Growth of Science ences and learners where they Communication + Education + are. Students will continue to test Extension Engagement and apply emerging technolo- To grow the Streaming Sci- gies such as 360-degree cameras, Dr. Jamie Loizzo is an Assistant ence platform, PjBL courses, and drones, and more for connecting Professor of Agricultural efforts to effectively collaborate diverse groups to spaces, places, Communications in the Department between science communication, scientific content, and scientists of Agricultural Education and education, and Extension areas, they may not have otherwise Communication at the University of we must continue to be innovators had the opportunity to explore. Florida.

July-August 2019 7 THEME ARTICLE Integrating Science Communication and Literacy into the Classroom by Jordan Johns o complete my student draw from a variety of agricultural, sessments, our podcasts about soil teaching experience, I scientific, and communication-fo- formation factors were extremely was placed at Chicago cused groups, projects, business- well-received. First, we addressed High School for Agri- es, and practices that influence the what a podcast entailed, and stu- Tcultural Sciences, a magnet school city and the lives of individuals dents shared if they had a favorite on the southwest side of Chi- in both rural and urban settings. podcast they regularly listened to. cago. Freshman year, every stu- To begin my student teach- As a class, we listened to some dent takes the Introduction to Ag ing experience, the first unit of short podcasts from a state Farm Careers and Leadership course. instruction focused on soils. Af- Bureau. We then identified the Sophomore year, students spend ter some introductory material, general format and conversational approximately thirty days in each we examined soil samples. The nature of podcasts. In groups, stu- of the school’s six agricultural lab consisted of the students de- dents wrote a script and recorded pathways. Junior and senior year, veloping their own list of materi- a podcast that addressed each of students spend 102 minutes a day als and methodology, examining the five soil formation factors. in one pathway that is determined samples with a microscope, and I encouraged students to relate at the conclusion of sophomore illustrating their findings. They their podcasts to the soil specifi- year. The six pathways offered at then compared and contrasted the cally found in the Midwest and CHSAS are: Agricultural Finance respective samples. To enhance northern Illinois. To review for and Economics, Agricultural Me- the assessment, students read a the summative assessment for this chanics and Technology, Animal peer-reviewed, published article unit, we began class each day by Science, Food Science and Tech- that provided an overview of six listening to one group’s podcast. nology, Horticulture, and Biotech- common microorganisms in soil. The students looked forward to nology in Agriculture. I had the The article was complete with listening to their 3 to 5-minute privilege of student teaching with images of microorganisms from podcasts, and it ultimately con- Mr. Derrick Rhodes and Mrs. Ju- extremely high-powered micro- nected a form of communication lie Reynolds. For this article, I’m scopes, which enhanced students’ frequently used in the areas of focusing on some ways in which understanding of microorganisms’ music, health and wellness, and scientific communication and size, function, and role in literacy components were inte- soil. The way the article was grated into the Biotechnology in written exposed students to Agriculture I course for juniors. scientific discourse, and the As one can imagine and others images in the article provided will attest to, there are both unique a natural opportunity for us challenges and amazing opportu- to discuss and review the dif- nities teaching agriculture in an ferent types of microscopes urban setting. CHSAS students and attributes that would be will often choose the Biotechnol- beneficial for examining both ogy in Agriculture pathway be- soil and microorganisms. cause of the lab opportunities and Soil is extremely impor- the hands-on application of scien- tant, yet students may argue tific concepts. Given the setting its relevancy. I must admit, and background of the students in there was a lot of engage- the Biotechnology in Agriculture ment and “buy in” created I course, I tried to connect agri- with the construction of an cultural concepts to their interests edible soil profile as an inter- and community assets. Being in est approach; however, out the city of Chicago allowed us to of all the activities and as-

8 The Agricultural Education Magazine sary and information pertaining to pests and diseases, the grow- ing season, environment, location, and genetic modification needed to be addressed. The students did a tremendous job with their specialty crop children’s books, and I believe each one of them would say this unit challenged them to think about how to ap- propriately incorporate scientific terms and communicate agricultural practices in a unique way. I had an amazing student teaching experience at a tremendous agricultural school, but I politics to agriculture and science. sions. At institutions of higher know I still have a lot to learn! As agriculturalists and scientists, learning and professional devel- I’m looking forward to officially we know reaching consumers opment conferences, these posters becoming an agriculture educa- through a variety of means is ex- seem to be the norm. Students at tion instructor upon graduation tremely important. This assess- CHSAS are fortunate to have ac- from the University of Illinois at ment encouraged students to be cess to Chromebooks, so Google Urbana-Champaign in May 2019. innovative and aware of the latest Slides was utilized to create very I’m still working on a “recipe” for avenues through which to con- basic, digital research posters. incorporating scientific communi- nect with their target audiences. Students then practiced profes- cation practices and literacy into Sustainability was another sionally presenting their posters my classroom, but from student unit of instruction I taught while like they would at a conference. teaching I’ve learned that devel- student teaching. Students devised To conclude student teaching, oping student interest, creating potential research topics that per- the final unit I taught was on spe- engaging assessments to reach a tained to sustainability in animal cialty crops. Being an Agriculture variety of learners, drawing from production practices, farming in the Classroom intern, children’s community assets, emphasizing and natural resources, plant pro- books are very near and dear to innovation, and applying student duction practices, and economic, my heart. In an effort to further knowledge in a “real-world” con- social, and political contexts. enhance these high school stu- text are some key ingredients! The students then developed a re- dents’ ability to educate and com- search project and conducted an municate with different audiences, experiment, and/or read scientific we compared and contrasted chil- literature, based on their individ- dren’s books. We looked at the ual area of interest. I found that lessons and major takeaways, the students had written research pa- incorporation of special elements pers in classes they had previously (famous individuals, references taken. Students had also made tri- to current literature and special fold displays for agriscience proj- events, historical references, etc.), ects in the past. However, being illustrations, and language (po- a college student at a land-grant etry, rhyming, etc.). Not only did university, I found it interesting students develop and illustrate that the students I was teaching a story for an age group of their Jordan Johns is a senior at the had never been exposed to digital choice, but they also included University of Illinois at Urbana- research posters that are presented facts about their selected specialty Champaign studying Agricultural on computer screens or televi- crop within the storyline. A glos- Sciences Education.

July-August 2019 9 THEME ARTICLE Teaching Students to Become Better Consumers of Science Communication by Quisto Settle here’s a lot of research out That statement smells funny. methods and how we designed the there. Some of it’s great. The study the headlines were study, which should always be the Some of it’s not. How do linked to had nothing to do with case. And we can offer alternative you make sense of it all? smelling farts. The study in- explanations for results, which is TOne way is to get a Ph.D. That’s volved delivering hydrogen sul- not as common as it should be. what I did. But I wanted to teach fide directly to mitochondria. Every study is biased, and that’s at the university level, including The mistake stems from the ok. But we need to understand teaching research methods. It’s university’s press release, which biases as we interpret research. not an ideal path for everyone. mentions that hydrogen sulfide is Who funded the research? So how can we teach students what makes farts and rotten eggs Does the funding to evaluate research for its mean- smell bad. And then the media ran source really matter? Yes. ingful impacts on their lives? with the wrong part of the story. University researchers need Funny you should ask. I’m funding to do their going to run over some ba- Society depends on research. work, not to mention for sic things to teach your stu- promotion and tenure. dents to look for whenever they Research helps doctors treat Funding can come see news stories, politicians, diseases, increases fuel efficiency etc., talking about research. in the form of com- of cars, and improves education. petitive grants from Society depends on research. organizations like the Research helps doctors treat dis- United States Depart- eases, increases fuel efficiency ment of Agriculture and the Na- of cars, and improves education. Does the researcher have personal bias? tional Science Foundation, but Society needs evidence to make funding can also come from the good decisions. As such, research This is a trick question. Everyone is biased. private sector. There’s nothing needs to be understood so we can inherently wrong with private make evidence-based decisions. As such, all research is bi- funding, but it opens the door to Before we begin, it’s important ased. It’s biased in how we de- some less than perfect situations. to understand that no research proj- cide which questions to ask, it’s biased in how we set up studies, One of those situations ect is perfect. They all have limi- emerged in climate change re- tations. You can’t indisputably say and it’s biased in how we interpret the results and what they mean. search. The vast majority of re- anything with one research project. searchers in the discipline agree That’s an important starting point. But we can mitigate some that there is human influence on But without further ado, let’s of these issues. We can explic- climate change, but there is still go to some basic questions to ask: itly state our biases as researchers, political opposition. The oppo- though this isn’t common in many sition commonly cites a small Does the research seem too disciplines. We can outline our group of researchers who stand good to be true? Sometimes research comes out that sounds too good or too out- All research is biased. It’s biased in how landish to be true. And usually it is. we decide which questions to ask, it’s biased A more outlandish exam- in how we set up studies, and it’s biased in how ple had headlines saying that we interpret the results and what they mean. smelling farts can cure cancer.

10 The Agricultural Education Magazine on the other side of the fence. quences were already happening. strengths and weaknesses. A kerfuffle arose when one of Who were the participants? Experimental design is of- those opposition scientists, Wei- As much as possible, you want ten touted as the gold standard Hock Soon, was found to have ac- apples to apples comparisons in of research, but it’s not perfect. cepted funding from the fossil fuel research studies. In other words, if Done right, experiments are re- industry and wasn’t disclosing the you want to understand how exer- ally good at saying whether or not conflict of interest when publish- cise impacts elementary students A affects B. But because of the ing papers. The concern is he de- in California, study elementary level of control they require, they pends on funding from groups with students in California. You want typically lack real-world context. a vested interested in opposing as much similarity between who Surveys are very common. climate change legislation, so his was in the study and whom the They allow you to study a broad research appears less trustworthy. results are supposed to apply to. group of people, but it’s difficult How is the research being A common issue with research to know what caused the out- comes. They’re very good at say- shared? is that it isn’t easy to access all ing what is happening but not why. Not all out- populations. A lot of times, univer- lets are created equally. sity researchers turn to a group that Qualitative research like inter- views and focus groups give you The best scenario is a peer- is close at hand: college students. good depth of information and let reviewed journal. This is where The problem is that it’s dif- you understand people’s experi- other researchers review a pa- ficult to say that college students ences, but they’re difficult to gen- per and judge it for its merit. are representative of larger popu- eralize to the larger population. It’s not a perfect system, but lations. There’s a good chance it’s the best system currently. that they’re going to be differ- Meta-analysis or systematic review gathers up all the stud- The next tier down consists of ent from the public in terms ies about a topic and analyzes all peer-reviewed conference papers of age, education, race/ethnic- the results to make conclusions and presentations. You also have ity, and socioeconomic status. based on multiple studies, not less formal publications where the just one study. You get past the researchers or universities put out flaws of one study. If the same results directly. The research isn’t A common issue result consistently occurs, you necessarily untrustworthy, but with research is that it can be more certain of the find- it hasn’t been vetted to the same isn’t easy to access all ings. But even this method is degree of a journal publication. populations. limited because null results, or re- When peer-review doesn’t oc- sults that are not what researchers cur, things get messy more quickly. expected, often go unpublished One example is a study by a pair of Harvard economists that was be- And when the media reports Are they confusing correlation ing used as support for austerity in health research, they’re often with causation? the 2012 election. The study was citing studies involving mice. Correlation means two published in an academic journal There’s now a handy Twitter ac- things happened at the same but in a non-peer-reviewed issue. count you can follow (@justsay- time. Causations means one sinmice). All the account does is thing caused the other to happen. There was just one problem: quote tweet “IN MICE” when A graduate student at another the articles talk about research Frequently, media outlets university tried to replicate the that was done with mice without and researchers misuse causation results of the study and couldn’t. providing the context that the when reporting on correlational It wasn’t until the student re- research was done with mice. research. Correlational research ceived the Harvard researchers’ is important, but it can’t really dataset that the errors were found. What methods were used? tell us the cause of something. Before other researchers could Different methods of It’s possible that two things ran- vet the research, real-world conse- research have different domly occurred at the same time.

July-August 2019 11 It’s also possible there’s a third pret it before they collect, which variable causing the other two. can help limit shoddy claims. Are they confusing statistical As you work with students, encourage them to be a significance with practical little skeptical and ask questions. significance? They’ll be better prepared to Statistical significance tells deal with the onslaught of infor- the researcher the likelihood mation in today’s environment. that a result could have happened randomly. This is important, but it’s not everything. Research is a logic Practical significance, or - ef puzzle. There are a lot fect size, tells us if the result is of moving pieces to strong enough to be meaningful. research. We’re trying to It’s easier to game statistical significance, often called p- put the pieces together in hacking, by increasing sample the most sensible way. populations or continuously fishing in the data to look for statistically significant results. Statistical significance tells us if something is ran- dom. Effect size tells us if something actually matters. A good example is bacon and smoking. Statistical significance puts both in the same in the World Health Organization category of carcinogens, but they don’t increase your likelihood of cancer the same amount. There’s a reason bacon doesn’t have a Surgeon General’s Warning on it. What does this all mean? Research is a logic puzzle. There are a lot of moving pieces to research. We’re trying to put the pieces together in the most sensible way. If it looks like some- one is trying to mash two puzzle pieces together that shouldn’t be, there will be red flags. And progress is ongoing. One of the more exciting things hap- Dr. Quisto Settle is an Assistant pening is the emergence of pre- Professor of Agricultural registered studies, where research- Communications in the Department ers are stating the research they of Agricultural Education, will do and how they will inter- Communications and Leadership at Oklahoma State University.

12 The Agricultural Education Magazine THEME ARTICLE Informal, Nonformal, and Free-Choice Learning: Engaging with Scientists in Unexpected Places by Katie Stofer ne of the constant promote dialogue among profes- or free-choice learning institu- struggles of science sional scientists and other com- tions (Stofer, 2015) are bring- communication and munity members, are necessary. ing those scientists out of the public engagement For students, meeting sci- conferences and universities. Owith science is to share science as entists in their communities can Many of these locations host sci- a living, breathing thing, a prac- provide them with more examples entist meet-and-greets or other tice, rather than science as a body of role models and careers which lecture programs designed for of facts. Recently, more and more they could pursue. They can get both students and their fami- types of programs offer a chance real advice on what sorts of class- lies. Increasingly, there are even for scientists – and by scientists, es to take and paths to pursue to more in public spaces, such as: I mean broadly everyone involved become a 21st-century scientist, -The Café Scientifique model, in science, technology, engineer- engineer, or any number of pro- (http://www.cafescientifique.org/) ing, and math (STEM), plus all the fessions that benefit from strong and Nerd Nite (https://nerdnite. other disciplines that may be as- science backgrounds, including com). These models typically fea- sociated explicitly or less so with policymaking, public service, ture one or more speakers but move STEM, including agriculture- to and education. They may meet their events beyond the typical sci- share their ongoing work with mentors who can guide them in ence institutions and host instead audiences outside of academia. high school research projects in bars and restaurants usually on These programs offer the promise or eventually write them a let- a monthly or bimonthly schedule; of sharing science and research as ter of recommendation for future -Science festivals, (such as a practice as well as involving a applications for school or jobs. broader audience in the enterprise. http://sciencefestivals.org), and Today, there are a whole spectrum Scientists have traditionally Taste of Science (http://tasteof- of opportunities for people to en- shared their ongoing work with science.org). These events, usually gage with scientists, and more each other through conference held annually, bring together a host and more frequently these op- presentations. In these formats, of science events and talks over the portunities are designed to meet they often share works-in-prog- course of a few days, often featur- people where they already are. ress, often with data collected ing hands on activities and shows. and only preliminarily analyzed, -Pop up museum events, Scientists may be hesitant to or in the midst of the data collec- share their work with broader au- “Sidewalk Science” events such tion process. These programs are as Experience Daliona’s Sidewalk diences, especially in the face of at expensive for non-professionals least perceived rising public mis- Science Center (https://www. to attend, and often focus on de- experiencedaliona.com/sidewalk- trust and skepticism of science. At tails of individual studies rather the same time, public audiences science-center), and stargazing than bigger picture findings of nights. These experiences are who do not consider themselves how the world works, the lat- savvy about science may feel they often scheduled more irregularly ter of which is more relevant to but aim to bring science events to may not be able to adequately dis- broader audiences. While scien- cuss their concerns with people places such as parks, scientifically- tists have recognized the need interesting sites such as active mu- who might be able to bring sci- to make their work more acces- ence to bear on larger social and seum fossil digs (e.g. https://www. sible, many of their efforts remain floridamuseum.ufl.edu/mont- environmental issues in their in the university rather than in communities. However, it is pre- brook/), and open prairies with spaces more inviting to the audi- dark skies for astronomical events. cisely because of those hesitancies ences whom they wish to include. from scientists and community Finally, a much less formal members that public engagement More recently, programs fa- program is the impetus for ca- with science activities, which cilitated by informal, nonformal, sual conversations with pairs of

July-August 2019 13 ing creatures in a much more re- laxed and famil- iar environment for many people. This program specifically has both urban and rural venues, as our university is about 20 miles away from some of our smaller communities, often making it a barrier for resi- dents to come into the urban center. In addition to events specifically set up to feature and promote science, challenge your students to find the Kirsten Hecht (left) shares live animals related to her research while talking with patrons at science in other Gainesville House of Beer. programs. Science scientists and community mem- libraries, and laundromats at the booths and events bers where they are hanging out moment, and we have plans to ex- might take place in art or commu- and have some time to discuss, pand to the DMV and bus routes. nity festivals. Storytelling events i.e. where community people have emerged as regular perfor- At each location, the scientists mances in many areas, with lo- *already are*. Participants in sit with a prominent sign invit- the Walk with a Doc program cal community members sharing ing patrons to ask them anything experiences sometimes around exercise while talking with cer- or share their own stories. They tified medical practitioners. a common theme. For example, have spontaneous, extemporane- in Gainesville, Guts and Glory One version of these science ous conversations without pre- events (https://www.gutsandglo- in your backyard programs that planned materials and ranging rygnv.com) featured their second I run in the Gainesville, Florida, over any topics the attendees wish “Fieldwork Fails” evening of sto- area is “talk science with me,” to discuss. Topics are not limited ries at their local natural history (https://talksciwme.wordpress. to science but can also include museum. Comedy nights could com/) part of the Two Scientists just getting to know the scien- also feature improv about science, Walk into a Bar network (https:// tists as people, helping to allevi- and local theater may also include www.rhfleet.org/events/two-sci- ate issues of people not knowing shows such as Proof, about men- entists-walk-bar). Over the course scientists as regular members of tal illness, or The Nether, about of a few weeknights and week- their community and seeing them virtual reality. Last but not least, ends three times per year, multiple otherwise as “others.” One herpe- local agricultural sites might fea- pairs of scientists visit locations tologist brought salamanders to a ture agritourism, tours and events for a couple of hours each. Loca- bar, allowing people to handle and designed to share their work in tions include bars, coffeehouses, observe the potentially intimidat- agriculture and natural resources,

14 The Agricultural Education Magazine obviously STEM-related but Longer-term, work with a not always marketed as such. larger community group to cre- Another set of public engage- ate a new festival or larger ment models truly encourages group of events in your area. dialogue among scientists and Most importantly, find a community members. Some of way to get to know the scientists these are Community Voices, In- around you, whether they work formed Choices (CIVIC) from the at universities or colleges, or University of Florida IFAS Exten- industries, or in government or sion; On the Table, which covers non-profit organizations. They are all manner of topics including eager to get their work out to new science, University of Michigan audiences, and they can benefit by Teach Outs (online, and all top- having you as partners and find- ics). These conversation-driven ing ways with you to understand events are usually facilitated how their science can be impact- around single contemporary issues ful to their communities. For a full such as water conservation. These list of categories of agricultural programs are generally designed and STEM venues in your home- for adults, but some of them can town, see Stofer and Rios (2018). be suitable for older students. References: Your students can participate Stofer, K. A. (2015). Infor- as community members, talking mal, non(-)formal, or with the scientists, or they can also participate as the “experts,” free-choice education sharing the work they are doing and learning? Toward a with their community. A few ways Common Terminology to find these or create and host for Agriscience and Ag- these with your students could be: STEM Educators. Journal of Human Sciences and Extension, 3(1), 125–134. Find a local version of these Stofer, K. A., & Rios, C. (2018). existing events for your students Contextualizing science to participate in. Take it a step learning through agricul- further and partner with them to create a version with your stu- tural free-choice learn- dents, either designed by students ing opportunities in your for other students, such as Teen backyard. Science Educa- Science Cafes or designed by stu- tor, 26(2), 114–121. dents for all community members. Take existing versions of your events and host them in new community spaces; for example, share your science fair project Dr. Katie Stofer is a Research presentations at the local library. Assistant Professor in the Department Develop a new version of of Agricultural Education and any of these events for your area Communication at the University of or offer a new venue for hosting Florida. She focuses her research in Science, Technology, Engineering, existing events in a more acces- and Math (STEM) education and sible rural area, by visiting their outreach. links and joining their networks.

July-August 2019 15 THEME ARTICLE Enhancing Food Science Literacy with Graphic Novels by Buddy McKendree and Jason Ellis ack when we were stu- How often do students strug- dents, reading a ‘comic gle with new terminology when book’ would hardly they are first introduced to it? Or have sufficed as educa- become bored at the introduction Btional material in a science class, of a new topic? Graphic novels agriculture class, or language arts can be a tool to help us overcome class. A comic would most certain- these challenges by reinforcing ly be deemed non-technical read- comprehension for students as ing – something suitable for ‘fun’ they encounter new terminol- reading, but not rigorous enough ogy, and along the way provid- to provide educational value. Be- ing a different format for content sides, comics were something we delivery. Of equal value, graphic read in the ‘funnies’ section of novels help appeal to learners the Sunday paper to get a light- of different modalities while in- hearted laugh after a long week. corporating extensive imagery What we are here to discuss to help relate abstract concepts is, why not? Why should a comic (see image below for example of – err, graphic novel – not be used imagery reinforcing the USDA in the classroom? Why is it not food safety principle of cooking). supports these claims. Graphic an acceptable way to capture stu- novels are a way to introduce dent interest? Why can it not be a readers to new content (Boerman- technical reading, increasing stu- Cornell, Kim, & Manderino, dents’ literacy of scientific terms? 2017; Schwarz, 2006), which ef- Graphic novels are not just re- fectively sparks readers’ interest served for the Avengers and other and can be used to deepen disci- superheroes; they can be used to plinary understanding (Boerman- accomplish our educational goals. Cornell et al., 2017; Schwarz, In this article, we will discuss 2006; Short & Reeves, 2009). the benefits of graphic novels, as well as present a free resource to Still skeptical about graph- teach food science and safety in ic novels being an avenue for secondary education classrooms. increasing science literacy? Boerman-Cornell et al. posited So, what are the benefits? Com- a few more benefits, including: ics, also known as graphic novels, can captivate readers through a - Reinforces comprehension unique structure. Increased use - Presents new con- of imagery (i.e., pictures) gives tent in a different format deeper meaning to stories and - Illustrates difficult words, while shorter text passages or abstract concepts through storylines keep readers While graphic novels are not engaged – an important element - Encourages close the end-all, be-all solution, they with decreasing attention spans reading of text can be an important tool for the classroom. So, how can these re- in today’s stimulus-driven world. - Fosters critical thinking sources be utilized in Agricultural However, the benefits of - Negotiates multiple Education? There are many pub- graphic novels are not just a perspectives of think- lications already available; with few folks’ opinions, as research ing and practice (p. 40) the University of Nebraska pub-

16 The Agricultural Education Magazine lishing items focused on topics Short, J. C., & Reeves, T. C. like viruses (see http://www.ne- (2009). The graphic novel: braskapress.unl.edu/university-of- A “cool” format for com- nebraska-press/9780803243927/ municating to generation for more details). More spe- Y. Business Communica- cifically, we would like to- high tion Quarterly, 72(4), 414- light a resource that is paired 430.doi:10.1177/1080569 with a Project-based Learning 909336464 (PBL) curriculum centered on food science and safety, entitled Food and Nutritional Sciences. The Food and Nutrition Sci- ence (FNS) curriculum was created through a collaboration between the Nebraska Department of Education and a large USDA grant focused on decreasing the occurrence of foodborne illness caused by Shiga toxin-producing Escherichia coli. In an effort to and other food safety terminol- increase public education, re- ogy centering on the USDA’s four searchers developed a curriculum steps: clean, separate, cook, and intended for secondary education chill (see https://www.foodsafety. classrooms, with curricular units gov/keep/basics/index.html for focusing on topics like beef food more information). To download safety, nutrition, caloric needs, the Megaburgerz graphic novels, and more. In addition, a three- click on the “Megaburgerz Comic part graphic novel series, entitled Series” tab on the FNS curricu- Megaburgerz and the E. coli Out- lum website, www.ksu.edu/fns. laws, was developed to enrich the Buddy McKendree is an Academic References FNS curriculum (see image be- Specialist at Michigan State University in Ag, Food, and Natural low). The entire curriculum, and Boerman-Cornell, W., Kim, J., & Manderino, M. L. (2017). Resources Education. While a graphic novel series, are available graduate student at Kansas State for download at www.ksu.edu/fns. Graphic novels in high University, he worked on the FNS school and middle school The Megaburgerz graphic project with Dr. Jason Ellis. classrooms: a disciplinary novel series includes three issues, each being 20 pages. The graphic literacies approach. Lan- novel series details the experiences ham, Maryland: Rowman of two teenagers beginning work & Littlefield. at a fast-food restaurant, ‘Mega- Schwarz, G. (2006). Expanding burgerz.’ Through the two teenag- literacies through graphic ers’ experiences, readers go on an novels. The English adventure of epic proportions as Journal, 95(6), 58-64. they encounter a world comprised doi:10.2307/30046629 of bacteria – it is up to them to determine the good bacteria versus Jason Ellis is Professor and Head of the bad, and figure out ways to the Department of Communications halt the bad bacteria in its tracks. and Agricultural Education at Readers are introduced to scientif- Kansas State University. He was a ic terminology, including E. coli, collaborator on the FNS project.

July-August 2019 17 THEME ARTICLE Embracing Mistakes to Cultivate Scientific Literacy in Our Students by Anna Warner s a new teacher, I re- creases the stress and negative emo- Content Knowledge – a member dreading when tion associated with the stigma of in- knowledge of scientific terms, con- lab activities didn’t go accurate responses (Metcalfe, 2017). cepts, and facts (National Acad- as planned. Who hasn’t Scientific literacy has many emies, 2016). Content knowledge Ahad a great lab planned and then definitions which have constantly can be developed when things something goes wrong? You don’t been evolving, but the National go wrong by asking student to get the right results...epic failure! Academies of Sciences Engineer- • Check their current under- Now your entire lesson is ruined. Or ing and Medicine (National Acad- standing of relevant terms, is it? It did not take long for me to emies, 2016) recently published a concepts, and facts. realize how much more my students report on science literacy in which • Identify new content were able to learn when things didn’t they identified seven dimensions of knowledge that may be go as planned. I soon embraced the individual science literacy. Individu- impacting the unexpected mistakes and looked forward to the als who have developed these seven results or change the origi- opportunity to guide my students dimensions are better able to make nal hypothesis. through an analysis of what went informed personal decisions, partici- • Use content knowledge to wrong and why our results were dif- pate in civic decision making, sustain argue why results are ac- ferent than anticipated. Even more an advanced economy, and recognize curate or inaccurate. exciting was watching my students the impact of science on culture. • Use content knowledge to engage in this process on their own. We can develop the scientific justify the original or alter- Recent research on the benefits of literacy of our students within the native hypothesis. learning from errors and a renewed seven dimensions by learning how Additionally, as a teacher, you look at the dimensions required for to embrace the mistakes that happen should provide corrective feed- science literacy provide opportunities within our classrooms. Each of the back when the results of a study for agriculture teachers to embrace dimensions for scientific literacy are do not support the concepts or mistakes in the classroom to cultivate defined below followed by strategies facts the lab was intended to en- the scientific literacy of our students. to develop each dimension in our force. This corrective feedback Recent research has highlighted students. The next time you encoun- will help students recall the cor- how generating errors benefits the ter a “mistake” get excited about the rect information in the future learning process (Metcalfe, 2017). learning opportunity it provides for instead a creating misinformed The research suggested that when you and your students, and try im- assumptions. When presenting students make errors, spend time plementing some of these strategies accurate information, follow-up struggling though the errors, receive to advance their scientific literacy. by asking students, “How do you corrective feedback, and accurately Foundational Literacy – using think I knew that?” (Metcalfe, generate correct responses, they are math, reading, and visual literacy 2017, p. 471). While focusing more likely to retain the correct infor- to make informed decisions (Na- their attention on the correct an- mation than when they learn it without tional Academies, 2016). To develop swer, this question will force stu- making errors at all. Making mistakes foundational literacy when a lab dents to deeply analyze the phe- helps focus attention on the correct doesn’t go as expected, students can nomenon without being told how information. As educators, we can • Analyze data tables, to analyze it (Metcalfe, 2017). capitalize on this research by embrac- graphs, or charts to iden- Understanding of Scientific ing mistakes and encouraging them as tify data irregularities. Practices – understanding “how part of the learning process. When we • Utilize math to make sense scientists do science” (National celebrate errors as part of the learning of data. Academies, 2016, p. 32). This di- process, we help our students develop • Read different explana- mension requires student to be able a growth mindset in which they look tions of a phenomenon and to design and assess studies and at mistakes as a learning opportunity look for alternative expla- evaluate scientific findings. When rather than a measurement of their nations. performing labs, develop your abilities. This perspective also de- 18 The Agricultural Education Magazine students’ understanding of scien- study or laboratory experi- to leave our classrooms, we want tific practices by asking them to ment. to set them up to be successful • Answer, “why do you think • Explaining how elements members of society. By embrac- we got these results?” of the study lead them to ing mistakes that occur in our • Determine if the results trust or distrust the results. class laboratories as learning ex- make sense. • Redesign the study to periences, we model the growth • Evaluate the design of the overcome limitations and mindset and critical thinking re- procedures. contribute to more trust- quired to learn from the errors our • Identify what errors may worthy results. students will encounter in their have occurred. Cultural Understanding of future. Additionally, as they de- • Establish ways to reduce Science – appreciating the impact velop in the seven dimensions of error. science has had on society (Nation- scientific literacy, they will culti- • Revise their hypothesis. al Academies, 2016). These strate- vate the skills required to engage • Replicate the study. gies can help your students develop with ever advancing science and • Create a revised or new a cultural understanding of science technologies on a personal, civic, procedure. • Identifying the connec- economic, and cultural level. So, Identifying and Judging Ap- tions between scien- the next time your well-planned propriate Scientific Expertise tific findings and societal lab doesn’t go as planned, get – evaluating the expertise of sci- changes. excited! Embrace the opportu- entists based on their credentials, • Explaining scientific nity you have to teach your stu- prestige, publications, and grants. achievements. dents to learn from the mistake. (National Academies, 2016). Stu- • Consider how society References: dent can learn to identify and judge would be different if the Metcalfe, J. (2017). Learn- appropriate scientific expertise by inaccurate results from ing from errors. An- • Analyzing the sources of your laboratory were the background information. actual results in the scien- nual Review of Psy- • Developing and/or dis- tific field. chology, 68, 465-489. cussing questions to help Dispositions and Habits of DOI: 10.1146/annurev- them make a better assess- Mind – dispositions, such as, “in- psych-010416-044022. ment of scientific expertise. quisitiveness, open-mindedness, National Academies of Sciences, • Researching the scien- a valuing of scientific approach Engineering, and Medi- tists associated with the to inquiry, and a commitment to cine [National Acade- concepts and theories. evidence,” which affect how in- mies]. (2016). Science lit- As a teacher, you may even dividuals interact with science eracy: Concepts, contexts, choose to utilize some back- (National Academies, 2016, p. and consequences. Wash- ground information that comes 33). To develop dispositions and ington, DC: The National from more questionable resources habits of mind when a lab doesn’t Academies Press. https:// and may impact the hypotheses go as expected, students can doi.org/10.17226/23595. your students make. When the • Ask questions. hypotheses are not supported, • Consider different alterna- you may lead them through this tives. analysis of scientific expertise. • Analyze evidence. Epistemic Knowledge – al- • Listen to theories from lows individuals to explain how other classmates. scientific practices support - sci Do not limit your development entific claims enabling them to of scientific literacy dimensions to recognize the limits of science when things go wrong. While these and determine what results to strategies for developing scientific believe (National Academies, literacy are focused on when a lab Dr. Anna Warner is an Assistant 2016). Developing epistemic doesn’t go as planned, you can im- Professor of Agricultural Education knowledge of students can be plement the same or similar strate- in the Department of Crop and achieved by asking them to gies when the lab works great too. Soil Sciences at Washington State • Identify limitations of a As we prepare our students University. July-August 2019 19 THEME ARTICLE Multiple Literacies in Agriculture Classrooms by Dean Powers gricultural education for the purposes of this article. meaning from texts. SEPs include: has a long history of Disciplinary literacy refers to analyzing and representing data, teaching content in con- the conventions professionals making models, using evidence text. Students are ex- in a particular discipline use to in argument, and designing and Aposed to real-world applications of communicate and participate in conducting investigations. All science and technology that, quite discourse. Literate practices are of these practices can be applied literally, feed the world. Across the actual strategies and methods in agriculture classrooms to in- the 3-circle model, students take professionals use during disciplin- crease scientific literacy. Overlap the content they learn and apply ary discourse (Houseal, Gillis, between NGSS and the Agricul- it in various contexts that reflect Helmsing, & Hutchinson, 2018). ture, Food, and Natural Resources the work professionals in agricul- It is vital we expose our students (AFNR) Standards has been iden- ture engage with every day. This to these practices and provide tified (Barrick, Heinert, Myers, definitely improves agricultural meaningful opportunities to en- Thoron, & Stofer, 2018), and in- literacy, but, what role does it play gage with them during class. Fi- creasing use of SEPs in agriculture in supporting our students’ under- nally, a “text” is anything convey- classrooms is another avenue into standing of science? Improving ing meaning within a discipline. cross-curricular collaboration. students’ scientific literacy is vital Science texts extend beyond to supporting agricultural literacy. Context Matters the traditional definition of written Science education is becom- Studies have a shown corre- work, too. Peer-reviewed literature ing increasingly focused on teach- lation between agricultural edu- or lab reports are what likely come ing through the lens of real-world cation enrollment and increased to mind when “science text” comes contexts, similar to historic trends STEM achievement. Postsecond- up in a conversation, and though in agricultural education. This ary STEM GPAs for agricultural they are valuable resources, we is accomplished by challenging education graduates were higher are doing students a disservice by students to make sense of phe- than those of students not enrolled focusing solely on them. Datasets, nomena, which enables them to in agriculture classes (McKim, diagrams, models, and some infor- model the work scientists do and Velez, & Sorensen, 2017). Work- mal literature can also be valuable connect what they know about the ing to integrate agriculture cur- text resources in the classroom. In world to the topic at hand. Creat- riculum with what students learn agriculture, we use texts like la- ing learning opportunities that in traditional science (Biology, bels (for feed, seed, or chemicals), allow students to think and work Chemistry, Physics, etc.) classes owner’s manuals, soil reports, and like scientists improves achieve- can continue to support the corre- fact sheets on a regular basis. Stu- ment across the curriculum. In lation between ag enrollment and dents who engage with both scien- the context of Career and Tech- STEM achievement. Additionally, tific and agricultural disciplinary nical Education (CTE), focus on using instructional best practices texts, using disciplinary literate sense making also helps prepare that science educators use can pro- practices, will experience greater students for career opportunities. vide more consistency for students achievement in both literacies. when they’re in ag class, leading Real-world contexts allow The Next Generation Science students to apply knowledge they to more opportunities for col- Standards (NGSS) lay a solid laboration. All of this contributes already have. Most students can framework for what can be con- provide superficial explanations to the broader goal of improved sidered essential literate practices agricultural and scientific literacy. of the phenomena I present in in science. Though more broadly my early-field experience lessons Understanding Literacy defined as “science and - engi based simply on their prior aca- I’m analyzing scientific and neering practices” (SEPs), they demic or life experience. Activat- agricultural literacy through the identified as the ways in which ing this background knowledge is context of disciplinary literacy scientists communicate and make another avenue into the content

20 The Agricultural Education Magazine being taught and many people we’re not stopping to explain the courses, the students are responsi- think of learning as a process of concept of turgor pressure! In ble for designing the experimental connecting what you know to new science, students are asked to en- protocol. Data representation tasks ideas. If students have some level gage with the teacher, peers, and focus on students making choices of familiarity with an idea and can texts to make sense of phenom- about how to analyze and repre- use it in conjunction with SEPs, ena or events that happen in the sent data; complex datasets are they can understand core ideas (ie; world. This allows them to engage necessary, as this forces students content) more deeply and know more deeply in work authenti- to prioritize what they include. where and how it is appropriate cally modeling what scientists do. Finally, explanation tasks allow to connect that content to other Science education is begin- students to engage with texts and ideas. This leads to greater depth ning to focus on task-based in- other evidence to construct ex- of learning, as the transcribed quiry lessons to further students’ planations about scientific phe- class dialog in Figure 1 indicates. engagement with SEPs, while also nomena. All 3 categories of task place a high cognitive demand on students and allow them to engage with literate practices in the classroom (Cartier, Smith, Stein, & Ross, 2013). Thus, the case can be made that task-based inquiry is a promising route for teachers to take towards increased literacy. A shift towards sense making in conjunction with literate practices (SEPs) can further support students as they solve problems beyond our classrooms. Agricul- tural educators should begin to think of the contexts we teach in as intentional instructional choices, rather than something that occurs as a consequence of our content. Granted, in my experience, there’s a lot of evidence to suggest that this is the case, but incorporating use of literate prac- Figure 1. Dialog transcribed from a task relating to neutering. Students tices and task-based inquiry into were using SEPs during this lesson. Students are sense making as they instructional design can make the process the evidence they organized. Compare this to the responses you contexts we teach in even more would expect in lecture. impactful for students. In Figure 2, I give some ideas of how to do this in ways aligned with AFNR. Primarily, the difference be- promoting whole class discussion Of particular importance to tween real-world contexts in sci- and sense making. Agriculture agricultural education (and, to be ence and agriculture classrooms is teachers can and should look for fair, CTE in general) is students’ how students engage with them. ways to implement these tasks in ability to use their knowledge In agriculture, the real-world their classrooms. Tasks are classi- and skills beyond the classroom. contexts are often problems that fied based on the literate practices Contextualizing the situations in need to be solved immediately; they promote. Experimentation which students apply their knowl- if plants in the greenhouse are tasks focus on designing investi- edge and skills in the classroom wilting the morning of the sale, gations, but, unlike traditional lab more closely mirrors the situa-

July-August 2019 21 agricultural education programs to administrators, teachers, and school boards that may not natu- rally see the value of what we do. Conclusions The benefits of more scientifically literate students are numer- ous. First, science jobs in agriculture often go unfilled. Personally, I was never fully exposed to that sector of agriculture until college. Scientifically literate students, those who can use literate practices well, will be well suited to jobs in scientific field, like research. We need those positions to be filled in order to continue to develop innovative agricultural practices. Figure 2: Phenomena, contexts, and task suggestions aligned to AFNR Second, scientific literacy will Pathways. Contexts can often be framed as questions, which helps promote increased achievement students connect them to what they already know about the world. across the academic curriculum. Students will have skills, like tions they would need to apply is another step agriculture teachers making models or organizing evi- them in outside the classroom. can use to increase agriculture and dence, that can be applied in many Imagine how much more natu- science learning in classrooms. contexts and content areas. Not only would these skills continue to ral it would feel for a student to There’s a lot of teachers (or explain a hormone issue in a cli- promote the STEM achievement preservice teachers, like myself) correlated to ag enrollment, but, for ent’s cat at a vet’s office if they who don’t want to see agriculture spent time in class engaging with example, skills like evidence or- become another science class, ganization and presentation would the concept of hormone synthe- which is a valid stance. However, sis through sense making. Con- be vital for success in subjects like when people fail to see the value of language arts or social studies. textualizing the science behind agricultural education programs, agriculture with the real world Ag students have the potential to they often argue that the content is be some of the highest achieving problems we face will to set our not rigorous, or irrelevant. I can’t students up for continued success. students in a school if we pro- count the number of times I’ve had mote these skills in ag classrooms. Collaboration to explain to students who hear my major that, yes, we do more Third, the problem solving Collaboration is also crucial to and collaboration skills students better contextualizing content. As than “just milk cows.” Collaborat- ing outside of our departments not learned through sense making in a student at the University of Con- the classroom is valuable to suc- necticut, I’ve had the opportunity only allows us to increase our use of instructional practices that process in FFA contests and SAE to work with colleagues in science participation. Students who have education and get hands-on expe- mote literacy, but it also lets other stakeholders in schools see that been expected to work on teams rience with task based teaching. in the classroom will work well on I’ve seen students engage in deep- we are taking intentional steps to do that. Our primary focus should teams in CDEs and LDEs; given er thinking and construct explana- the depth with which they will tions using more complex con- be on student success, but collaboration towards this goal can have engaged in content, they will cepts than I anticipated. Collabo- also have an advantage in content- rating with colleagues in science be a great way to quietly promote the necessity and relevance of based contests. Even if you’re not

22 The Agricultural Education Magazine as competitive as I am, I think the and Technical Education benefits are obvious. Additionally, Research, 43(1), 41-56. students can apply these skills in Cartier, J. L., Smith, M. S., Stein, their SAE projects, making them M. K., & Ross, D. K. more employable and improving (2013). 5 Practices for the overall quality of their projects. Orchestrating Productive Finally, scientific literacy will Task-Based Discussions promote and support agricul- in Science. Reston, VA, tural literacy. Often, agriculture USA: The National Coun- is given an unfair or not factual cil of Teachers of Math- representation in popular media. ematics. Understanding the underlying sci- Houseal, A., Gillis, V., Helmsing, entific phenome will allow ag stu- M., & Hutchinson, L. dents to help promote a fact-based (2018). Disciplinary Lit- narrative surrounding American agriculture. In turn, this supports eracy Through the Lens of the leadership and advocacy as- the Next Generation Sci- pects of agricultural education ence Standards. Journal curriculum, further demonstrat- of Adolescent and Adult ing the importance of promot- Literacy, 59(4), 377-384. ing further scientific literacy. McKim, A. J., Velez, J. J., & So- As a preservice teacher, I hear rensen, T. J. (2017). A Na- a lot about the “next big thing” tional Analysis of School- in education, and, to be honest, Based Agricultural Educa- I tend to be skeptical. However, tion Involvement, Gradua- teaching through sense making tion, STEM Achievement, is one of the rare times I bought and Income. Journal of in fairly quickly. When I saw the Agricultural Education, level of engagement and achieve- 58(4), 70-85. ment it fostered in the students I implemented it with, I knew it was crucial to my practice as a teacher. Promoting connections between scientific literacy and agricultural literacy, through the use of SEPs and task-based inquiry, is going to be foundational to agricultural education’s role in student achievement far into the future. References Barrick, R. K., Heinert, S. B., Myers, B. E., Thoron, A. C., & Stofer, K. (2018). 41 Integrating Disciplin- ary Core Ideas, the Agri- Dean Powers is a senior at the culture, Food and Natural University of Connecticut studying Resources Career Path- Agricultural Education. He also ways and Next Generation works closely with the Science Science Standards. Career Education department.

July-August 2019 23 Subject Index – Volume 91 July/August 2018 – May/June 2019 Connected #TeachAg: Utilizing Technology for the Premier Delivery System of AgEd The Art of Building Skills for Advocacy July/August 2018 by Jill Casten Staying Connected by John C. Ewing The SPIN-WIIFM Method of Advocacy and Creating Buy-In Geeking by C. Zane Sheehan and Lori L. Moore by Daniel Foster and OP McCubbins Building Your Advocacy Army Moving from Digital Citizenship to Digital Leadership by David Doerfert and Cara Lawson by Anna Bates Advocating for Yourself: Making Your Voice Heard Twitter as a Professional Development and Program by Shelley Armour Marketing Tool by Robin C. McLean and Matthew Eddy Advocating for Your Agricultural Education Program by Candis Carraway and Adam Corum Opening Doors for Rural Programs with Technology by Stephanie Jolliff and Shelby Faulkner Advocating for Future Agriculture Teachers: The Na- tional Teach Ag Campaign Engaging an Urban Community in #Ag Edu with So- by Ellen Thompson cial Media by Jessie Lumpkins Advocating for Rural Education by Savanna Barksdale Using Snapchat as an Outreach Tool by Katie Medley Who is Actually Against Agriculture? by Michael J. Martin and Katherine Hartmann From Cows and Plows to Smartphones and Drones: A Review of Educational Technology in The Agricul- #SpeakAg: From a Hashtag to a Movement tural Education Magazine By Riley Pagett and Jordan Henry by Tiffany Morey Adventures in Advocating for Agriculture From the Desk of Fellow Owls – Technology You Can by Elissa McLerran Use by K. Janae McMichael, Meagan Slates, and Josie Advocating for an Advocacy Course McQuillen By Garrett M. Steede and Erica Irlbeck

Advocating for Agriculture: Taking the Advocacy Professional Conversations: Crossing Borders to Approach Advance Agriculture Education September/October 2018 November/December 2018 Comments Concluding Thoughts as Editor: Great Past, Exciting by John C. Ewing Futures by John C. Ewing On the Road to Change: Moving from Literacy to Ad- vocacy Why Beyond Borders by Gaea Hock and Courtney Meyers by Melanie Miller-Foster and Daniel Foster

24 The Agricultural Education Magazine Potpourri Issue: Collection of Informative Articles Rewards and Challenges of Authentic Work Experi- January/February 2019 ences For Agricultural Students New Year, New Editor by Manuel Zacarias Ixmatá Guarchaj by Gaea Hock

Reshaping SAEs to Expand the Impact of Experiential Breaking Barriers in Agricultural Education Learning by Eric D. Rubenstein by Darla Romberger Using Horses as Teaching Tools: An Equine Guided Mathematical Training in Agricultural Processes Education Clinic by Mtro. Raymundo Mardoqueo Velásquez Poncio by Shannon Arnold and Amy Prechter

Perspectives on Math in Agricultural Education Expanding the Classroom Experience through Pre- by Carson Letot Service Seminars by Andrew Baker, Colton Downs, Brent Nelson, Alison Perspectives of Professional Development of a New Riesing and Mariana Roberts Teacher in Agriculture by Oscar Ivan Yac Chavez Finding Sweet Success in Beekeeping Education Proj- ects The Significance of ‘Empathy’ Within the Agriscience by Sarah Cramer Curriculum by Wayne Worthley Developing Classroom Production Animal Ag Proj- ects: Think OINK Empowering Students for Domestic Animal Science by Riley Hintzsche Production by Bayron René Mogollón Hands-On Learning in Agricultural Education by Devan Johnson and Donna Westfall-Rudd The Universal Language by Jose Bernal There is Luck in the Draw by Amanda Kacal Get Involved in Global Food Security – Global Food Security Learning Laboratory The Warmest Shadow: A Father-Daughter Teaching by Daniel Foster Tradition by Casie Fornbush, Mark Fornbush and Aaron Mc- Shared Professional Development for Agricultural Kim Educators: #AgEd2Malaysia by Melanie Miller Foster, Daniel Foster, Brad Kins- Fostering Creativity and Critical Thinking in the Agri- inger, and Nur Husna Wahid cultural Education Classroom by Asha Shayo, Lane Woodward, Chantel Simpson and Serving Nelson Mandela’s Legacy through Agricul- Rick Rudd tural Education by Michaela Clowser, Alex Smith, Luis Flores, Ma- How can Agricultural Education Teachers Influence hamane Cissé, Lauren Cline, Chris Eck, Craig E. Their Students to Become Teachers? Watters and M. Craig Edwards by Elissa Hendren and John Tummons

Community Viability for the Total Program by Lane Woodward, Sara Bush, Chantel Simpson, Asha Shayo and Rick Rudd

July-August 2019 25 Facilitating Effective Inquiry-Based Instruction Where There is no Vision, the People Perish March/April 2019 by Gary Moore The Importance of Cultivating Inquiring Minds by Gaea Hock The Green Book’s History and Legacy by J. Robert Warmbrod Inquring Minds and Agricultural Education by Kasee L. Smith STEM and Agricultural Education: Manure, Lowell Catlett and Three Circles Ready, Set, Inquire! The Practical Guide for Teachers by Marshall Swafford by Joanne Pfeiffer Agriculture IS the Integrated Science: Consider the Inquiry-Based Learning: How Do I Start? Context by Kalynn Baldock by Andrew C. Thoron and Edward W. Osborne

Using Inquiry-Based Instruction to Enhance the Local Curriculum for Agriculture Teachers by Agriculture Agricultural Education Program Teacherss: The Processing of Development Curricular by William Doss and John Rayfield Resources in Utah by William (Buddy) Deimler Implementing Inquiry-Based Learning in the Class- room Fulfilling the Vision for SAE: A 30-Year Process by Valerie Bayes by Mike Retallick

Inquiry-Based Learning in the Agricultural Mechanics The Green Book: Chapter 2 – Agricultural Literacy Laboratory: A Look at Using IBL in Electrical Circuit by Debra Spielmaker Wiring Exercises by Trent Wells In and About – Can We Tell the Difference? by R. Kirby Barrick How Real is Real Enough? by Jason McKibben

Is Our Food Safe? That is the Question Students are Author Index – Volume 91 Asking July/August 2018 – May/June 2019 by Randy Webb Armour, Shelley – Sept/Oct 2018 Blowing the Dust off of The Green Book: Reexam- Arnold, Shannon – Jan/Feb 2019 ining “Understanding Agriculture: New Directions Baker, Andrew – Jan/Feb 2019 for Education” Baldock, Kalynn – March/April 2019 May/June 2019 Barksdale, Savanna – Sept/Oct 2018 What Does the Future of Agricultural Education Look Barrick, R. Kirby – May/June 2019 Like? Bates, Anna – July/Aug 2018 by Gaea Hock Bayes, Valerie – March/April 2019 Bernal, Jose – Nov/Dec 2018 Check Out That Old FFA Jacket: Why the Name of the Bush, Sara – Jan/Feb 2019 FFA Changed Carraway, Candis – Sept/Oct 2018 by R. G. (Tre) Easterly III Casten, Jill – Sept/Oct 2018 Chavez, Oscar Ivan Yac – Nov/Dec 2018 Cissé, Mahamane – Nov/Dec 2018

26 The Agricultural Education Magazine Cline, Lauren – Nov/Dec 2018 McLerran, Elissa – Sept/Oct 2018 Clowser, Michaela – Nov/Dec 2018 McQuillen, Josie – July/Aug 2018 Corum, Adam – Sept/Oct 2018 Medley, Katie – July/Aug 2018 Cramer, Sarah – Jan/Feb 2019 Meyers, Courtney – Sept/Oct 2018 Deimler, William (Buddy) – May/June 2019 Miller-Foster, Melanie – Nov/Dec 2018 Doerfert, David – Sept/Oct 2018 Mogollón, Bayron René – Nov/Dec 2018 Doss, William – March/April 2019 Moore, Gary – May/June 2019 Downs, Colton – Jan/Feb 2019 Moore, Lori L. – Sept/Oct 2018 Easterly III, R. G. (Tre) – May/June 2019 Morey, Tiffany – July/Aug 2018 Eck, Chris – Nov/Dec 2018 Nelson, Brent – Jan/Feb 2019 Eddy, Matthew – July/Aug 2018 Osborne, Edward W. – May/June 2019 Edwards, M. Craig – Nov/Dec 2018 Pagett, Riley – Sept/Oct 2018 Ewing, John C. – July/Aug 2018 Pfeiffer, Joanne – March/April 2019 Ewing, John C. – Sept/Oct 2018 Poncio, Mtro. Raymundo Mardoqueo Velásquez – Ewing, John C. – Nov/Dec 2018 Nov/Dec 2018 Faulkner, Shelby – July/Aug 2018 Prechter, Amy – Jan/Feb 2019 Flores, Luis – Nov/Dec 2018 Rayfield, John – March/April 2019 Fornbush, Casie – Jan/Feb 2019 Retallick, Mike – May/June 2019 Fornbush, Mark – Jan/Feb 2019 Riesing, Alison – Jan/Feb 2019 Foster, Daniel – July/Aug 2018 Roberts, Mariana – Jan/Feb 2019 Foster, Daniel – Nov/Dec 2018 Romberger, Darla – Nov/Dec 2018 Guarchaj, Manuel Zacarias Ixmatá – Nov/Dec 2018 Rubenstein, Eric D. – Jan/Feb 2019 Hartmann, Katherine – Sept/Oct 2018 Rudd, Rick – Jan/Feb 2019 Hendre, Elissa – Jan/Feb 2019 Shayo, Asha – Jan/Feb 2019 Henry, Jordan – Sept/Oct 2018 Sheehan, C. Zane – Sept/Oct 2018 Hintzsche, Riley – Jan/Feb 2019 Simpson, Chantel – Jan/Feb 2019 Hock, Gaea – Sept/Oct 2018 Smith, Alex – Nov/Dec 2018 Hock, Gaea – Jan/Feb 2019 Smith, Kasee L. – March/April 2019 Hock, Gaea – March/April 2019 Spielmaker, Debra – May/June 2019 Hock, Gaea – May/June 2019 Steede, Garrett M. – Sept/Oct 2018 Irlbeck, Erica – Sept/Oct 2018 Swafford, Marshall – May/June 2019 Johnson, Devan – Jan/Feb 2019 Thompson, Ellen – Sept/Oct 2018 Jolliff, Stephanie – July/Aug 2018 Thoron, Andrew C. – May/June 2019 Kacal, Amanda – Jan/Feb 2019 Tummons, John – Jan/Feb 2019 Kinsinger, Brad – Nov/Dec 2018 Wahid, Nur Husna – Nov/Dec 2018 Lawson, Cara – Sept/Oct 2018 Warmbrod, J. Robert – May/June 2019 Letot, Carson – Nov/Dec 2018 Watters, Craig E. – Nov/Dec 2018 Lumpkins, Jessie – July/Aug 2018 Webb, Randy – March/April 2019 Martin, Michael J. – Sept/Oct 2018 Wells, Trent – March/April 2019 McCubbins, OP – July/Aug 2018 Westfall-Rudd, Donna – Jan/Feb 2019 McKibben, Jason – March/April 2019 Woodward, Lane – Jan/Feb 2019 McKim, Aaron – Jan/Feb 2019 Worthley, Wayne – Nov/Dec 2018 McLean, Robin C. – July/Aug 2018

A special thank you to Katelyn Harbert, Agricultural Communications & Journalism student at Kansas State University for doing the layout and design for Volume 91, Issues 4-6. Also, thank you to Zachary Callaghan, Agricultural Education student at K-State for copyediting.

July-August 2019 27