The value of experiential learning in agricultural education has long been recognized as an important part of the educational process. Through practice and experience students apply what they have learned in real situations, thus the material becomes understandable and usable. Moreover, in the process of gaining experience, new problems and situations arise causing learners to seek additional i...

While teaching a course on Crop Biotechnology at Huazhong Agricultural University (Wuhan, Hubei Province, China) this past October, I was asked by one ofmy students if it is true that American farmers grow genetically modified crops (GMOs) only for export, and that GMO‐foods are not sold in the USA. The student implied that Americans thought that such crops were “good enough” for developing cou...

the present study was conducted to investigate and formulate the effects of social capital dimensions on entrepreneurial intentions. the population of this study consisted of all fourth year agricultural students of yasouj university (n=196), that by using patten (2002) sampling table, 130 student were selected as the sample using the random simple sampling method. the main instrument of study ...

Experiential learning has been an integral component of secondary agricultural education since the beginning of the program. The Smith-Hughes Act of 1917 has been cited as landmark legislation which established vocational agriculture programs in public secondary schools in the United States. This legislation contained language which required that students have “directed or supervised practice i...

A recommendation from Understanding Agriculture (1988) states that, “Beginning in kindergarten and continuing through twelfth grade, all students should receive some systematic instruction about agriculture” (p. 2). The intent of this recommendation was to aid our society in becoming more literate about agriculture. Agricultural literacy suggests that a person understands the food and fiber sys...