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dc.contributor.authorAgnaarsson, Loganen_US
dc.date.accessioned2017-01-15T19:19:40Z
dc.date.available2017-01-15T19:19:40Z
dc.date.issued2016-12-06en_US
dc.identifier.urihttp://hdl.handle.net/10919/74326
dc.description.abstractThe primary aim and purpose of this study was to determine the knowledge level and understanding of where important agricultural crops are historically and statistically produced in the United States in a sample population of American citizen adults from ages 18 to 42. Out of a total of 310 potential participants, 190 respondents participated, with a 61.3% response rate. The objectives for this research were to ascertain this sample population’s ability to: identify ten agricultural crops which are endemic (native) to the North American continent based on their centers of origin; identify five significant agricultural production areas within one or more states of the United States; identify the historically and statistically leading regions for the production of seven different agricultural crops in the United States; identify the historically and statistically leading states (in their entirety) for the production of eleven different agricultural crops in the United States; and, identify the basic physiographic differences of two states (in their interior) and how these limit the production of agricultural crops. Through this, the secondary aim and purpose of this study was to investigate a different approach in the exploration and development of methods which assess agricultural literacy, to describe the need for strengthening academic curricula which are concerned with agriculture, and to underscore the necessity to address the current rates of agricultural literacy nationally, especially with a consumer-based society which aspires to improve its ethics when it comes to all aspects and concerns of its food, fiber, and fuel production systems. It was found that the mean response rate for all correct answers was 52.7% for all individual answers, including multiple-option questions in the survey, thereby indicating a need for better knowledge and understanding of agricultural geography on behalf of the student as a consumer.en_US
dc.language.isoen_USen_US
dc.publisherVirginia Techen_US
dc.titleUsing the Understanding of Agricultural Crop Geography in the United States as an Assessment for Agricultural Literacyen_US
dc.typeReporten_US
dc.contributor.departmentAgricultural, Leadership, and Community Educationen_US
dc.description.degreeMALSen_US
thesis.degree.nameMaster of Agricultural and Life Sciencesen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducationen_US
dc.contributor.committeechairDrape, Tiffanyen_US
dc.contributor.committeememberScherer, Hannahen_US
dc.contributor.committeememberO'Rourke, Meganen_US
dc.subject.cabtagricultural geographyen_US
dc.subject.cabtagricultural literacyen_US
dc.subject.cabtbiogeographicen_US
dc.subject.cabtcenter of originen_US
dc.subject.cabtepistemologicalen_US
dc.subject.cabtfoodsheden_US
dc.subject.cabtgeography of fooden_US
dc.subject.cabtpedagogicalen_US
dc.subject.cabtphysiographicen_US


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