If this rapidly evolving concept is to become a reality, it must be applied to a broad range of instructional activities. All facets of agricultural education, including, FFA and 4-H, as well as the supervised experience programs and adult education programs, need to broaden in scope to encompass agriscience research activities. Agriculture programs must become actively involved in research in order to be considered viable agriscience programs. Agriscience without research is not science. Furthermore, science instruction must go beyond classroom and laboratory settings.
Science is of little value until it is applied.
Students must be afforded opportunities to not only learn science concepts in agriculture classrooms and laboratories, they Must also be able to apply scientific principles and concepts in agricultural and environmental settings. James Spiess provided an excellent example of this strategy in the November 1992 issue of The Agricultural Education Magazine with research on bacterial inoculant on alfalfa, resulting in the adoption of the technology by Students and adults in the community. Applied Agricultural Science Agriscience instruction must go beyond the classroom and the laboratory. The processes of technology transfer involves not only the research and development of new technologies, but also the adoption, diffusion, and improvement of technologies. In today's agricultural, business, and industrial environments it is not enough to merely expect students to be able to learn science without putting, into practice the applied components of science and technology.