Summary
This study developed and piloted a secondary school curriculum teaching whole-farm nutrient mass balance (NMB) assessments and decision-support tools across 21 New York classrooms. The curriculum successfully enhanced student knowledge of nutrient management fundamentals and shifted perceptions regarding the importance of data management and mathematical skills in agriculture, though it did not increase interest in agricultural careers. Teachers found the curriculum practically relevant but identified mathematics-focused lessons as a key delivery challenge, with recommendations for improved support materials and teacher training.
Regional applicability
The curriculum was implemented in New York State schools and findings are directly applicable to United States secondary education contexts. Transferability to United Kingdom secondary science and agricultural education would require adaptation to local curricula (GCSE/A-level frameworks) and farming systems, though the pedagogical approach using real-world farm data and decision-support tools is broadly relevant to agri-education policy.
Key measures
Student knowledge of nutrient management and nutrient mass balance metrics, student perceptions of decision-support tools, agricultural careers, data collection, mathematical and analytical skills, teacher assessment of curriculum applicability and delivery challenges
Outcomes reported
The study evaluated the impact of a curriculum on student knowledge of nutrient management, perceptions of decision-support tools and agricultural careers, and analytical skills, as well as teacher experiences delivering the materials. Results demonstrated enhanced student understanding of nutrient management and farm sustainability concepts, though mathematical content proved challenging.
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