Using Inquiry-Based Instruction to Enhance the Local Agricultural Education Program

摘要

Today teachers use a variety of instructional teaching methods in agricultural education. For new teachers entering the field, the most frequently used instructional techniques include cooperative learning, demonstration, and lecture (Voges & Rayfield, 2018). However, an underutilized teaching method with great potential is inquiry-based instruction. The definition of inquiry-based instruction varies from source to source, but most explanations of the process involve causing students to scientifically inquire to solve a problem of interest (Anderson, 2002). The scientific content of agricultural education courses lends itself well to using this teaching method and is viewed as an effective instructional technique, however it is one of the least frequently used methods among agriculture educators (Smith, Rayfield, & McKim, 2015).