High School Science Teachers and Forestry Education: How are they Connected?

A quantitative study of high school science teachers in the five state Southern Piedmont region of the United States investigating their attitudes toward and understanding of forestry as well as the extent to which they are teaching forestry concepts was conducted. Specific factors that were addressed include teachers’ attitudes toward the impacts of forest management, specific forest management practices, forest management goals, the forestry profession, and forestry education. The primary method of data collection for this study was a web-based survey and data analysis included calculating descriptive statistics, performing exploratory factor analysis and producing several regression models. Very few similar studies have previously occurred and even fewer in the critically important southeastern U.S. forestry region. The study will provide insight into the way teachers think as well as levels of high school student exposure to forestry concepts. Results may also help to clarify enrollment trends in in college forestry and natural resource programs. Results will be discussed in the context of variation in attitudinal, knowledge-based, education, and demographic variables