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Science Programming in the Context of 4-H Youth Development

Science Programming in the Context of 4-H Youth Development. I. Based upon nationally accepted Science standards II. Experientially based instruction III. Evaluating Results. I. National Science standards include Content and Behavioral considerations.

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Science Programming in the Context of 4-H Youth Development

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  1. Science Programming in the Context of 4-H Youth Development I. Based upon nationally accepted Science standards II. Experientially based instruction III. Evaluating Results

  2. I. National Science standards include Content and Behavioral considerations

  3. A. National Science content considerations include: • Science as Inquiry • Physical Science • Life Science • Earth & Space Science • Science & Technology • Science in Personal & Social Perspectives • History and Nature of Science

  4. B. Engineering & Technology embedded in Science Standards • Scientists investigate the natural world and learn scientific knowledge • Engineers create the designed world resulting in technologies • Technologists apply tools to the discovery of science and the process of design and problem solving

  5. C. National Science Behavioral Considerations • Characterized as the ways of doing science, engineering and technology • Collectively referred to as Science Abilities • Most commonly identified Science Abilities in the literature =30

  6. D. Science Abilities. . .focus on the learning and doing of science • Science Abilities (to be practiced as well as to facilitate learning) • Observe • Categorize/Order/Classify/Organize • Infer • Question • Predict • Hypothesize • Evaluate • State a Problem • Plan an investigation • Use Tools • Develop Solutions • Design Solutions • Problem Solve

  7. D. Science Abilities. . .focus on the learning and doing of science • Measure • Draw/Design • Build/Construct • Collect Data • Invent/Implement Solutions Test • Research a Problem • Interpret/Analyze/Reason • Troubleshoot • Redesign • Optimize • Collaborate • Compare • Model/Graph/Use Numbers • Summarize/Relate • Demonstrate/Communicate to Others

  8. II. Experientially Based Science Instruction

  9. A. 4-H Science from an experiential perspective • Based on the needs and interests of the learner • Matches learner interests with a learning facilitator • Non-formal instruction organized along an experiential path; experience, reflection, generalization, application

  10. 1. Kolb’s Experiential Model linked to Science Abilities

  11. B. The Role of A Learning Facilitator. . . , “true experiential education is characterized by systematic interventions by the learning facilitator along an experiential path. . . providing focus, support, feedback and debriefing.” (Joplin, 1995)

  12. Kolb/Joplin Experiential Facilitation Model

  13. III. Non-formal Learning. . . “that point along the Informal/Formal learning continuum where one arrives at a purposeful and assisted learning situation. . .”

  14. Roger’s Learning Continuum

  15. NSES-based Evaluation Does the curriculum • enable 4-H youth to investigate important science concept (s) in depth over an extended period of time? • engage 4-H youth in the processes of science and engineering? • provide sufficient information on the scientific content and on common misconceptions?

  16. NSES-based Evaluation Does the curriculum • represent Science to be open to inquiry? • represent Science as an enterprise connected to society? • incorporate technological applications of Science and Engineering and demonstrated the interactions among Science, Engineering, Technology and society?

  17. NSES-based Evaluation Does the curriculum • focus on concrete experiences with science/ engineering phenomena? • contribute to development scientific reasoning and problem-solving skills? • promote understanding of how scientists and engineers come to know what they know and how they test and revise their thinking? • encourage development of scientific attitudes and habits of mind?

  18. NSES-based Evaluation • Is science content accurately represented and consistent with current scientific/ engineering/technology knowledge? • Are important scientific ideas included? • Are generalizations adequately supported by scientific facts? • Are facts clearly distinguished from theories?

  19. Let’s Evaluate StarchPlastic.pdf

  20. Let’s Evaluate StarchPlastic.pdf http://www.youtube.com/watch?v=kmt7YHl_YUM

  21. Additional Information http://www.ohio4h.org/publications/experience.html

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