Teachers’ and Students’ Perspectives on the “Agriculture Unit” Developed for the 5th-Grade Science Curriculum: A Qualitative Case Study
Abstract
This study is primarily a curriculum development study, and the aim of the study is to reveal the opinions and evaluations of students and teachers about an “Agriculture Unit” developed to be integrated into the 5th-Grade Science curriculum. This study utilized a case study design within the framework of qualitative research, and data were collected through semi-structured interview forms conducted with both students and teachers. The study was conducted with 30 students enrolled in the 5th-grade of a public school where the designed “Agriculture Unit” was implemented and 30 Science teachers working in various schools. The data were analysed using content analysis. According to the students, it was determined that the unit was related to daily life and thereby making the learning environment more engaging, facilitated connections with real-world contexts, and increased interest in Science subjects. The Teachers' opinions revealed that the unit could contribute to the development of agricultural literacy and positive attitudes toward agriculture in students. In addition, the teachers stated that the unit could be integrated into the curriculum. The findings are consistent with the constructivist learning approach and interdisciplinary teaching principles.
Keywords
Science education Agricultural education Agricultural literacy Curricılım development Qualitative research
Ethical Statement
The research was approved by the Ethics Committee of Hacettepe University Senate (04.07.2023; E-51944218-600-00002931896) and official permission was obtained from the National Ministry of Education and the Muğla Provincial Directorate of National Education; informed consent was obtained from all participants.
Supporting Institution
The authors did not receive any financial support for the research, authorship, and/or publication of this article.
Thanks
The authors would like to thank the participating students, teachers, and school administration for their support.
References
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- Aksoy, A., & Akış, N. (2023). Tarımsal eğitimin çiftçiler üzerine etkisi: Atatürk Üniversitesi örneği. Kahramanmaraş Sütçü İmam Üniversitesi Tarım ve Doğa Dergisi, 26(4), 902–911. https://doi.org/10.18016/ksutarimdoga.vi.1223404
- Aysu, B., & Aral, N. (2024). Erken çocuklukta tarım eğitimi: Sürdürülebilir geleceğin temelleri olabilir mi? Ankara Üniversitesi Çevrebilimleri Dergisi, 11(1), 18–24. https://doi.org/10.62163/aucevrebilim.1486247
- Baker, M. A., Robinson, J. S., & Kolb, D. A. (2012). Aligning Kolb’s experiential learning theory with a comprehensive agricultural education model. Journal of Agricultural Education, 53(4), 1–16. https://doi.org/10.5032/jae.2012.04001
- Coleman, B., Bunch, J. C., & Roberts, T. G. (2024). Experiential learning in agricultural education: A philosophical discussion. Journal of Agricultural Education, 65(1), 283–302. https://doi.org/10.5032/jae.v65i1.2479
- Cosby, A., Manning, J., Power, D., & Harreveld, B. (2022). New decade, same concerns: A systematic review of agricultural literacy of school students. Education Sciences, 12(4), 235. https://doi.org/10.3390/educsci12040235
- Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
- Davidson, M. A. (2020). Developing a sequence for middle school agricultural education curriculum: A Delphi study[Doctoral dissertation, West Texas A&M University]. https://wtamu-ir.tdl.org/server/api/core/bitstreams/eb596bef-bea0-43bc-8e57-e69f2686e508/content
- Dooley, K. E., & Roberts, T. G. (2020). Agricultural education and extension curriculum innovation: The nexus of climate change, food security, and community resilience. The Journal of Agricultural Education and Extension, 26(1), 1–3. https://doi.org/10.1080/1389224X.2019.1703507
- Frick, M. J., Kahler, A. A., & Miller, W. W. (1990). A definition and the concepts of agricultural literacy: A national study[Doctoral dissertation, Iowa State University]. ProQuest Dissertations and Theses Global.
- Gülay Ogelman, H. (2012). Teaching preschool children about nature: A project to provide soil education for children in Turkey. Early Childhood Education Journal, 40(3), 177–185. https://doi.org/10.1007/s10643-012-0510-4
- Hartmann, H. (2023). Building on old institutions: The agricultural extension service and village institutes in post-Second World War rural Turkey. In H. Hartmann & J. Tischler (Eds.), Planting seeds of knowledge: Agriculture and education in rural societies in the twentieth century (pp. 92–109). Berghahn Books.
- Harwood, T. G., & Garry, T. (2003). An overview of content analysis. The Marketing Review, 3(4), 479–498. https://doi.org/10.1362/146934703771910080
- Haşıloğlu, M. A., Kocaman, S., & Aydın, S. (2011). Tarım okuryazarlığı ve tarım eğitimine bir bakış. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31(2), 619–629.
- Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645–670. https://doi.org/10.1080/09500690305021
- ICAR. (2024). ICAR launches Agri clubs to educate school students on broad scope of agriculture. Indian Council of Agricultural Research. https://www.educationtimes.com/article/campus-beat-college-life/99736447/icar-launches-agri-clubs-to-educate-school-students-on-broad-scope-of-agriculture
- Kaynakçı Baydar, C., & Boz, İ. (2022). Why should agricultural education be given importance in secondary education in Turkey. ISPEC Journal of Agricultural Sciences, 6(3), 530–538. https://doi.org/10.5281/zenodo.6990587
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
- MEB. (2024a). Fen bilimleri dersi öğretim programı (3, 4, 5, 6, 7 ve 8. sınıflar): Türkiye yüzyılı maarif modeli. Millî Eğitim Bakanlığı. https://tymm.meb.gov.tr/ogretim-programlari/fen-bilimleri-dersi
- MEB. (2024b). Millî Eğitim Bakanlığı Türkiye yüzyılı maarif modeli’ne genel bakış. Millî Eğitim Bakanlığı. https://tymm.meb.gov.tr/genel-bakis
- Meischen, D. L., & Trexler, C. J. (2003). Rural elementary students’ understanding of science and agricultural education benchmarks related to meat and livestock. Journal of Agricultural Education, 44(1), 43–55. https://doi.org/10.5032/jae.2003.01043
- Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers.
- Merriam, S. B., & Tisdell, E. J. (2009). The design of qualitative research: Designing your study and selecting a sample. In Qualitative research: A guide to design and implementation (4th ed., pp. 73–104). Jossey-Bass.
- Ministry of Education, Culture and Science (Netherlands). (2023). VMBO green (agriculture) program profile. Government of the Netherlands. https://www.europass.nl/wp-content/uploads/2018/02/88908-MinOCW-DUO-vmbo-profielen-groen-landbouw-natuurlijke-omgeving-en-voedsel-Engels.pdf
- Njura, H. J., Kaberia, I. K., & Taaliu, S. T. (2021). Teaching secondary school agriculture at the psychomotor domain: A framework for enhanced skills development for food security. The Journal of Agricultural Education and Extension, 27(2), 111–131. https://doi.org/10.1080/1389224X.2020.1816479
- Pope, J. (1990). Agricultural literacy: A basic American need. The Agricultural Education Magazine, 62(9), 23.
- Roberts, T. G., & Ball, A. L. (2009). Secondary agricultural science as content and context for teaching. Journal of Agricultural Education, 50(1), 81–91. https://doi.org/10.5032/jae.2009.01081
- Şahin, M. (2009). Cumhuriyet’in kuruluşundan günümüze Türkiye’de hayat bilgisi dersi programlarının gelişimi. The Journal of International Social Research, 2(8), 402–410.
- Sezer Evcan, S., Adilov, G., Eken, Z., Barut, S., Kemali, S., & Tınaztepe, G. (2020). TÜBİTAK 4004-Doğa eğitimi ve bilim okulları kapsamında 7. sınıf öğrencilerine yönelik gerçekleştirilen “Hayatımızdaki matematik: Tarım” projesinin değerlendirilmesi. International Journal of Scholars in Education, 3(1), 28–41.
- Sezgin, A., Yurttaş, Z., & Yavuz, F. (2008). Erzurum ilinde uygulanan hayvancılığa yönelik çiftçi eğitimi projelerinin karşılaştırmalı analizi. Tarım Ekonomisi Dergisi, 14(1 ve 2), 75–85.
- Stake, R. E. (1995). The art of case study research. SAGE Publications.
- Stubbs, E. A., & Myers, B. E. (2015). Multiple case study of STEM in school-based agricultural education. Journal of Agricultural Education, 56(2), 188–203. https://doi.org/10.5032/jae.2015.02188
- Thompson, G. W., & Warnick, B. K. (2007). Integrating science into the agricultural education curriculum: Do science and agriculture teachers agree? Journal of Agricultural Education, 48(3), Article 3. https://doi.org/10.5032/jae.2007.03001
- Uçmaz, A., & İpek, R. (2025). Üretici gelecek: Toprak ve ziraat eğitiminde sürdürülebilir yaklaşımlar. International Journal of Social and Humanities Sciences Research (JSHSR), 12(119), 1147–1154. https://doi.org/10.5281/zenodo.15597408
- Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 83(2), 211–235. https://doi.org/10.3102/0034654313475824
- Yandayan Genç, H., Gündoğdu, M. A., Saran, C., & Bayındır, A. (2024). 12 yaş öğrencilerine çevre dostu sürdürülebilir tarımsal mücadeleye farkındalık kazandırılmasında Çanakkale örneği. Turkish Journal of Agricultural and Natural Sciences, 11(2), 431–441. https://doi.org/10.30910/turkjans.1436975
- Yin, R. K. (2014). Case study research and applications (6th ed.). SAGE Publications.
- Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
- Yılmaz Yıldız, S. B., & Kiraz, E. (2024). Tarım eğitiminde paradigmatik dönüşüm: Tarım üniversiteleri model önerileri. Baskent University Journal of Education, 11(1), 49–65.
Abstract
References
- Akgül, H. C., & Macaroğlu Akgül, E. (2011). Fen eğitiminde yeni bir kavram: Tarımsal farkındalık, ilköğretim öğretmen adaylarının genel, fen bilgisi öğretmen adaylarının özel durumu. Sakarya University Journal of Education, 1(1), 15–25. https://doi.org/10.19126/suje.42095
- Aksoy, A., & Akış, N. (2023). Tarımsal eğitimin çiftçiler üzerine etkisi: Atatürk Üniversitesi örneği. Kahramanmaraş Sütçü İmam Üniversitesi Tarım ve Doğa Dergisi, 26(4), 902–911. https://doi.org/10.18016/ksutarimdoga.vi.1223404
- Aysu, B., & Aral, N. (2024). Erken çocuklukta tarım eğitimi: Sürdürülebilir geleceğin temelleri olabilir mi? Ankara Üniversitesi Çevrebilimleri Dergisi, 11(1), 18–24. https://doi.org/10.62163/aucevrebilim.1486247
- Baker, M. A., Robinson, J. S., & Kolb, D. A. (2012). Aligning Kolb’s experiential learning theory with a comprehensive agricultural education model. Journal of Agricultural Education, 53(4), 1–16. https://doi.org/10.5032/jae.2012.04001
- Coleman, B., Bunch, J. C., & Roberts, T. G. (2024). Experiential learning in agricultural education: A philosophical discussion. Journal of Agricultural Education, 65(1), 283–302. https://doi.org/10.5032/jae.v65i1.2479
- Cosby, A., Manning, J., Power, D., & Harreveld, B. (2022). New decade, same concerns: A systematic review of agricultural literacy of school students. Education Sciences, 12(4), 235. https://doi.org/10.3390/educsci12040235
- Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
- Davidson, M. A. (2020). Developing a sequence for middle school agricultural education curriculum: A Delphi study[Doctoral dissertation, West Texas A&M University]. https://wtamu-ir.tdl.org/server/api/core/bitstreams/eb596bef-bea0-43bc-8e57-e69f2686e508/content
- Dooley, K. E., & Roberts, T. G. (2020). Agricultural education and extension curriculum innovation: The nexus of climate change, food security, and community resilience. The Journal of Agricultural Education and Extension, 26(1), 1–3. https://doi.org/10.1080/1389224X.2019.1703507
- Frick, M. J., Kahler, A. A., & Miller, W. W. (1990). A definition and the concepts of agricultural literacy: A national study[Doctoral dissertation, Iowa State University]. ProQuest Dissertations and Theses Global.
- Gülay Ogelman, H. (2012). Teaching preschool children about nature: A project to provide soil education for children in Turkey. Early Childhood Education Journal, 40(3), 177–185. https://doi.org/10.1007/s10643-012-0510-4
- Hartmann, H. (2023). Building on old institutions: The agricultural extension service and village institutes in post-Second World War rural Turkey. In H. Hartmann & J. Tischler (Eds.), Planting seeds of knowledge: Agriculture and education in rural societies in the twentieth century (pp. 92–109). Berghahn Books.
- Harwood, T. G., & Garry, T. (2003). An overview of content analysis. The Marketing Review, 3(4), 479–498. https://doi.org/10.1362/146934703771910080
- Haşıloğlu, M. A., Kocaman, S., & Aydın, S. (2011). Tarım okuryazarlığı ve tarım eğitimine bir bakış. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31(2), 619–629.
- Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645–670. https://doi.org/10.1080/09500690305021
- ICAR. (2024). ICAR launches Agri clubs to educate school students on broad scope of agriculture. Indian Council of Agricultural Research. https://www.educationtimes.com/article/campus-beat-college-life/99736447/icar-launches-agri-clubs-to-educate-school-students-on-broad-scope-of-agriculture
- Kaynakçı Baydar, C., & Boz, İ. (2022). Why should agricultural education be given importance in secondary education in Turkey. ISPEC Journal of Agricultural Sciences, 6(3), 530–538. https://doi.org/10.5281/zenodo.6990587
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
- MEB. (2024a). Fen bilimleri dersi öğretim programı (3, 4, 5, 6, 7 ve 8. sınıflar): Türkiye yüzyılı maarif modeli. Millî Eğitim Bakanlığı. https://tymm.meb.gov.tr/ogretim-programlari/fen-bilimleri-dersi
- MEB. (2024b). Millî Eğitim Bakanlığı Türkiye yüzyılı maarif modeli’ne genel bakış. Millî Eğitim Bakanlığı. https://tymm.meb.gov.tr/genel-bakis
- Meischen, D. L., & Trexler, C. J. (2003). Rural elementary students’ understanding of science and agricultural education benchmarks related to meat and livestock. Journal of Agricultural Education, 44(1), 43–55. https://doi.org/10.5032/jae.2003.01043
- Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers.
- Merriam, S. B., & Tisdell, E. J. (2009). The design of qualitative research: Designing your study and selecting a sample. In Qualitative research: A guide to design and implementation (4th ed., pp. 73–104). Jossey-Bass.
- Ministry of Education, Culture and Science (Netherlands). (2023). VMBO green (agriculture) program profile. Government of the Netherlands. https://www.europass.nl/wp-content/uploads/2018/02/88908-MinOCW-DUO-vmbo-profielen-groen-landbouw-natuurlijke-omgeving-en-voedsel-Engels.pdf
- Njura, H. J., Kaberia, I. K., & Taaliu, S. T. (2021). Teaching secondary school agriculture at the psychomotor domain: A framework for enhanced skills development for food security. The Journal of Agricultural Education and Extension, 27(2), 111–131. https://doi.org/10.1080/1389224X.2020.1816479
- Pope, J. (1990). Agricultural literacy: A basic American need. The Agricultural Education Magazine, 62(9), 23.
- Roberts, T. G., & Ball, A. L. (2009). Secondary agricultural science as content and context for teaching. Journal of Agricultural Education, 50(1), 81–91. https://doi.org/10.5032/jae.2009.01081
- Şahin, M. (2009). Cumhuriyet’in kuruluşundan günümüze Türkiye’de hayat bilgisi dersi programlarının gelişimi. The Journal of International Social Research, 2(8), 402–410.
- Sezer Evcan, S., Adilov, G., Eken, Z., Barut, S., Kemali, S., & Tınaztepe, G. (2020). TÜBİTAK 4004-Doğa eğitimi ve bilim okulları kapsamında 7. sınıf öğrencilerine yönelik gerçekleştirilen “Hayatımızdaki matematik: Tarım” projesinin değerlendirilmesi. International Journal of Scholars in Education, 3(1), 28–41.
- Sezgin, A., Yurttaş, Z., & Yavuz, F. (2008). Erzurum ilinde uygulanan hayvancılığa yönelik çiftçi eğitimi projelerinin karşılaştırmalı analizi. Tarım Ekonomisi Dergisi, 14(1 ve 2), 75–85.
- Stake, R. E. (1995). The art of case study research. SAGE Publications.
- Stubbs, E. A., & Myers, B. E. (2015). Multiple case study of STEM in school-based agricultural education. Journal of Agricultural Education, 56(2), 188–203. https://doi.org/10.5032/jae.2015.02188
- Thompson, G. W., & Warnick, B. K. (2007). Integrating science into the agricultural education curriculum: Do science and agriculture teachers agree? Journal of Agricultural Education, 48(3), Article 3. https://doi.org/10.5032/jae.2007.03001
- Uçmaz, A., & İpek, R. (2025). Üretici gelecek: Toprak ve ziraat eğitiminde sürdürülebilir yaklaşımlar. International Journal of Social and Humanities Sciences Research (JSHSR), 12(119), 1147–1154. https://doi.org/10.5281/zenodo.15597408
- Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 83(2), 211–235. https://doi.org/10.3102/0034654313475824
- Yandayan Genç, H., Gündoğdu, M. A., Saran, C., & Bayındır, A. (2024). 12 yaş öğrencilerine çevre dostu sürdürülebilir tarımsal mücadeleye farkındalık kazandırılmasında Çanakkale örneği. Turkish Journal of Agricultural and Natural Sciences, 11(2), 431–441. https://doi.org/10.30910/turkjans.1436975
- Yin, R. K. (2014). Case study research and applications (6th ed.). SAGE Publications.
- Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
- Yılmaz Yıldız, S. B., & Kiraz, E. (2024). Tarım eğitiminde paradigmatik dönüşüm: Tarım üniversiteleri model önerileri. Baskent University Journal of Education, 11(1), 49–65.
Details
| Primary Language | English |
|---|---|
| Subjects | Curriculum Development in Education, Science Education |
| Journal Section | Research Article |
| Authors | |
| Submission Date | August 11, 2025 |
| Acceptance Date | December 2, 2025 |
| Publication Date | January 26, 2026 |
| Published in Issue | Year 2026 Volume: 9 Issue: 1 |
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As a general rule, AI-generated images or videos are not accepted for publication; limited exceptions may be considered only with transparent labelling and editorial approval.
Peer review is confidential: reviewers and editors must not upload submitted materials to GenAI systems.
Any AI assistance used in the peer-review process must be explicitly declared in the review report.
Price Policy
Journal of STEAM Education is a free journal.
Proofreading can be requested by the editors in the post-acceptance state of the candidate article.
Indexes
Journal Boards
Editor-In-Chief
Editor
Science Education Editor
Technology Education Editor
Dr. Orhan Curaoğlu, öğretim teknolojisi, e-öğrenme ve teknoloji destekli matematik ve STEM eğitimi alanlarında uzmanlaşmış deneyimli bir eğitimci ve araştırmacıdır. Bolu Abant İzzet Baysal Üniversitesi ve Kuzey Teksas Üniversitesi'nde öğretim görevlisi olarak çalışmaktadır. Mesleki deneyimi, üniversite düzeyinde öğretim ve ortaöğretim matematik eğitimini kapsamaktadır. Bilgi ve iletişim teknolojileri (BİT), pedagoji bilimleri ve STEM eğitimine odaklanan çok sayıda ulusal ve uluslararası girişime katılmıştır ve eğitim teknolojileri üzerine akademik araştırmalar yürütmüş ve yayınlamıştır.
Mathematics Education Editor
Editorial Board
Steven Sexton is a primary school teacher now working at the University of Otago. He completed his PhD in teacher cognition in 2007 which investigated how those who are entering their initial teacher education programme see themselves as the teacher and how this role-identity was formed by their prior experiences in the classroom. His current research interest area is in how to support teachers and student teachers being able to incorporate culturally responsive and sustaining teaching practices in their classroom. In addition, his other research areas are in teacher cognition, heteronormativity in the classroom, and science education.
Kemal Yurumezoglu is an professor in the Department of Special Education (Gifted Education) at Dokuz Eylul University, Turkey. He received his master’s degree in physics education in 2000 from the University of Paris Diderot (Paris 7), France, and his PhD in science education in 2005 from the University of Strasbourg, France. His research interests are in conceptual physics, gifted education, STEAM education and inquiry-based physics activities.
Maria-Antònia Guardiola is an educational leader and researcher specializing in educational leadership, AI in education and system-level digital transformation. Her work focuses on how schools and education systems adopt emerging technologies responsibly - strengthening decision-making, implementation conditions and professional learning so that innovation improves teaching and learning in measurable ways. She contributes expertise in AI literacy, evaluation of educational technologies and governance frameworks that support transparency, accountability and equity. She participates in European collaboration as a Programme Committee member of the AI and Education Squad at the European Digital Education Hub (European Commission) and publishes on educational leadership and responsible AI adoption in education. In her editorial work, she supports rigorous, practice-relevant scholarship at the intersection of educational innovation, leadership and technology-enabled learning.
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