ABSTRACT

Purpose: As the proportion of agricultural content is decreasing in educational curricula, students, especially in urban schools, are exposed to limited learning opportunities concerning agriculture. This study explores the effect of student-level and teacher-level variables on the agricultural literacy of urban elementary school students in the Republic of Korea.

Design: Hierarchical linear modeling was conducted to empirically test the relationship between determinants of students’ and teachers’ characteristics and student agricultural literacy. The data from 1255 students nested within 48 classes of 12 schools in urban and sub-urban areas were sampled and collected, of which 929 samples were used for the research analysis.

Findings: We found that 13.6% of teacher-level variables affected students’ agricultural literacy. Student’s experience with vegetation and naturalist intelligence had a significant effect on their agricultural literacy, as did teachers’ agricultural experiences. Teachers with more experience in agriculture helped students acquire more knowledge.

Practical implication: In terms of lesson planning, an increased focus on participatory approaches are needed to explore children’s experiences holistically to improve their agricultural literacy. Providing teachers with further education and workshops can help students gain an understanding of agriculture, and develop a positive learning environment.

Theoretical implications: This article contributes to a theoretical framework by estimating influential forces to increase agricultural literacy and by considering the classroom strategies for developing it based on the results.

Originality/value: This article demonstrates the value of agricultural literacy and the determinants of its increase using multilevel analysis at the teacher and student level.

摘要

目的：随着农业课程中农业内容比例的下降，学生，特别是城市学校的学生，在农业方面的学习机会有限。这项研究探讨了学生水平和教师水平变量对大韩民国城市小学学生农业素养的影响。

设计：进行了分层线性建模，以实证检验学生和教师特征的决定因素与学生农业素养之间的关系。从城市和郊区的12所学校的48个班级中嵌套的1255名学生的数据进行了采样和收集，其中929个样本用于研究分析。

结果：我们发现13.6％的教师水平变量影响了学生的农业素养。学生的植被和博物学家的经验对他们的农业素养有重要影响，教师的农业经验也是如此。具有更多农业经验的老师帮助学生获得了更多知识。

实际意义：在课程计划上，需要更多地关注参与式方法，以全面探索儿童的经验，以提高他们的农业素养。为教师提供进一步的教育和讲习班可以帮助学生了解农业，并发展积极的学习环境。

理论意义：本文通过评估提高农业素养的影响力并考虑基于结果的课堂策略来为理论框架做出贡献。

原创性/价值：本文通过教师和学生级别的多层次分析，证明了农业素养的价值及其增长的决定因素。