| dc.description.abstract | Abstract
CHISM, LISSI CARR. Biotechnology in Agricultural Education. (Under the direction of Dr.
Jason McKibben.)
This dissertation examined the integration of biotechnology within Georgia School-Based
Agricultural Education (SBAE) through three interconnected studies addressing historical
development, internal factors, and external factors influencing implementation. The first study
utilized a qualitative historical research design, guided by Rogers’ (2003) Diffusion of
Innovation Theory, to analyze state and national policy documents, curriculum frameworks, and
archival records. Findings indicated that Georgia functioned as an early adopter of biotechnology
in agricultural education, yet curriculum standards remained outdated and misaligned with
current agricultural biotechnology practices. The second study, guided by Bandura’s (1986)
Social Cognitive Theory and Self-Efficacy Theory (1997), employed a quantitative survey
design to measure teachers’ perceived importance, knowledge, and competence regarding
biotechnology topics. Results revealed that teachers valued biotechnology instruction but
reported moderate levels of knowledge and competence, suggesting a need for targeted
professional development. The third study investigated external factors affecting
implementation, including teacher resources, student characteristics, and community support.
Findings showed that while administrative and technological support were available, teachers
lacked adequate instructional materials, laboratory space, and time. Students preferred hands-on
learning but lacked home and community support to reinforce biotechnology concepts.
Collectively, these studies underscored the need for systematic curriculum revision, ongoing
professional development, and stronger interdisciplinary and community engagement to ensure
that Georgia’s agricultural education remained rigorous, relevant, and aligned with modern
biotechnology and agricultural practices. | en_US |
