Walter G, Reisner A
Office of Agricultural Communications and Education, University of Illinois at Urbana-Champaign 61801.
J Anim Sci. 1994 Jun;72(6):1654-8. doi: 10.2527/1994.7261654x.
Agriculture and animal science student bodies are shifting toward a more urban composition at the same time that criticism of animal industries by nonagricultural groups is increasing. Animal science classes include students with diverse educational goals, agricultural knowledge and experience, and values. Students without agricultural backgrounds or who have not formed opinions on agricultural questions may lack the integrated knowledge that motivates them to seek, organize, and retain the technical subject matter presented in their animal science courses. A survey of undergraduates in animal science and other agriculture majors indicates that significant numbers are unable or unwilling to offer opinions on questions related to critical social issues facing animal agriculture. Opinion holding among animal science majors and non-majors was relatively similar. However, students from urban backgrounds were less likely than rural students to offer opinions, and many of those who offered opinions held views different from those of students from rural backgrounds. Students reporting recent exposure to the issue in their academic course work were somewhat more likely to hold opinions. The findings are consistent with a social-psychological learning model that suggests instructors should require students to express and defend positions on agricultural issues in course activities.
在非农业团体对畜牧业的批评日益增加的同时，农业和动物科学专业的学生群体正朝着更城市化的构成转变。动物科学课程的学生有着不同的教育目标、农业知识和经验以及价值观。没有农业背景或尚未对农业问题形成看法的学生可能缺乏综合知识，而这种知识会促使他们去寻求、组织并记住动物科学课程中所讲授的技术主题。一项针对动物科学及其他农业专业本科生的调查表明，相当多的学生无法或不愿就与畜牧业面临的关键社会问题相关的问题发表意见。动物科学专业学生和非专业学生的意见持有情况相对相似。然而，来自城市背景的学生发表意见的可能性低于农村学生，而且许多发表意见的学生所持观点与农村背景的学生不同。报告近期在学术课程作业中接触到该问题的学生发表意见的可能性略高一些。这些发现与一种社会心理学学习模型相符，该模型表明教师应要求学生在课程活动中就农业问题表达并捍卫自己的立场。
