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Providing interdisciplinary learning opportunities in agriculture, food, natural resources (AFNR), and science is critically important. School-based agricultural education offers a valuable platform to connect AFNR and science; however, interdisciplinary teaching requires willing and able teachers. The current study considered the intentions of school-based agriculture teachers to teach science within AFNR curriculum. Using the theory of planned behavior, attitude toward teaching science, subjective norms, perceived behavioral control, and perceived science knowledge were considered as independent variables to teaching science within AFNR curriculum. The explanatory model was analyzed using structural equation modeling. In total, school-based agriculture teachers intended to teach science in 39.91% of AFNR curriculum. Only perceived science knowledge was a statistically significant, negative predictor of intended science teaching. Findings pinpoint the need for additional research into the unexpected relationship between perceived science knowledge and science teaching intentions. The need and nature of potential explorations, along with specific recommendations for practice, are discussed.

Interdisciplinary Learning Opportunities in Agriculture, Food, Natural Resources, and Science: The Role of the Teacher