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4-H Science: Are you 4-H Science Ready? Science Abilities The Processes of Doing Science Presented by Steven Worker, University of California January 9, 2012. Agenda. 4-H Science-Ready Checklist 4-H SET Abilities Connections to Science Process Skills

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Agenda

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  1. 4-H Science: Are you 4-H Science Ready?Science AbilitiesThe Processes of Doing SciencePresented by Steven Worker, University of CaliforniaJanuary 9, 2012

  2. Agenda • 4-H Science-Ready Checklist • 4-H SET Abilities • Connections to Science Process Skills • A Potential Path for the Future: Scientific and Engineering Practices

  3. The Processes of Science • What processes, skills, and practices are used by scientists and engineers in their work? • [Respond in the Chat Box]

  4. The Processes of Science From the Framework for K-12 Science Education: “Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge. Both elements— knowledge and practice—are essential” (2011, p. 2-3) • In 4-H, we help youth understand content and learn scientific and engineering practices. • Engaging youth in this manner is an essential component of inquiry-based teaching! • These can only be learned by practice.

  5. 4-H Science Checklist

  6. 4-H Science Checklist • Are you providing children and youth opportunities to improve their science, engineering, and technology abilities? • May 2007 Report Outlining 30 Abilities http://www.ohio4h.org/publications/documents/SET2007.pdf

  7. 4-H Science Abilities Thirty 4-H Science Abilities Model/Graph/Use Numbers Observe Optimize Organize/Order/Classify Plan Investigations Predict Problem Solve Question Redesign Research a Problem State a Problem Summarize Test Troubleshoot Use Tools Build/Construct Categorize/Order/Classify Collaborate Collect Data Communicate/Demonstrate Compare/Contrast Design Solutions Develop Solutions Draw/Design Evaluate Hypothesize Invent/Implement Solutions Infer Interpret/Analyze/Reason Measure

  8. 4-H Science Checklist • Distinct and measurable behaviors and are critical elements of experiential learning and inquiry. For example A young person may state a problem about water quality (content), plan an investigation, collect data, analyze the data, graph results, summarize, communicate to others, and then work on implementing a solution. • Through these steps, content is learned by engaging youth in the process of science, engineering and technology. • This process promotes inquiry-based learning.

  9. 4-H Science Professional Development • Tools of the Trade IISession 3: SET Abilities for the 21st Centuryhttp://www.ca4h.org/Projects/SET/Initiative/ToTII/ • Exploratorium’s workshop on process skillshttp://www.exploratorium.edu/ifi/workshops/fundamentals/skills/index.html

  10. Science Process Skills • How do the 4-H Science Abilities connect with broader research and practice in science education? • There is no definitive list which defines science literacy or to help youth develop scientific reasoning.

  11. Science Process Skills • 1963 Science in a 4-H Study • Making observations • Collecting, identifying, and classifying • Learning why • Learning by doing • Treating science as inquiry • Making comparisons • Experimenting, testing, and demonstrating • Science Guidelines for Nonformal Education • Observing (Carlson & Maxa, 1997) • Communicating • Comparing and measuring • Ordering • Categorizing • Relating • Inferring • Applying

  12. Science Process Skills • Bloom’s Taxonomy Cognitive Processes • Remember (Anderson & Krathwohl, 2001) • Understand • Apply • Analyze • Evaluate • Create • Exploratorium’s Institute for Inquiry (2006) • Observing • Questioning • Hypothesizing • Predicting • Planning and Investigating • Interpreting • Communicating

  13. Science Process Skills • Understanding Sciencehttp://undsci.berkeley.edu • Exploration • Gathering data • Interpreting

  14. Science Process Skills • Smarter Science (Canada)http://smarterscience.youthscience.ca/ • Initiate and Plan • Perform and Record • Analyze and Interpret • Communicate

  15. From Univ of New Hampshire Mapping 4-H Abilities to Exploratorium’s list • Observing – Observe & Compare • Questioning – Question & State a problem • Hypothesizing – Hypothesize & Troubleshoot • Predicting – Predict & Test • Planning and Investigating – Plan an Investigation, Use Tools, etc. • Interpreting – Categorize, Organize, Infer, Evaluate, etc. • Communicating – Model, Demonstrate, etc.

  16. Promising Practices • How do you provide youth opportunities to improve their science, engineering, and technology abilities? • [Respond in the Chat Box]

  17. Scientific and Engineering Practices A Potential Path for the Future A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2011) Tension in the goals of science education: • Development of content knowledge • Development of scientific practices • Cultivate scientific habits of mind • Develop capability to engage in scientific inquiry • Reason in a scientific context Where do 4-H Science programs fit within this tension?

  18. Scientific and Engineering Practices What Scientists and Engineers Do Inquiry Analysis, Debate, Eval Creative Thinking

  19. Scientific and Engineering Practices • Asking questions (science) and defining problems (engineering). • Developing and using models. • Planning and carrying out investigations. • Analyzing and interpreting data. • Using mathematics, information and computer technology, and computational thinking. • Constructing explanations (science) and designing solutions (engineering). • Engaging in argument from evidence. • Obtaining, evaluating, and communicating information.

  20. Scientific and Engineering Practices • To be science and engineering literate, youth need to jointly understand scientific and engineering concepts and be able to utilize processes in order to engage in scientific and engineering practices. • 4-H programs offering science education, guided by the 4-H SET Checklist, should: provide children and youth opportunities to engage in scientific and engineering practices - intertwining content, skills, and attitudes.

  21. References • Lehrer, R. and Schauble, L. 2007. Scientific thinking and science literacy. In W. Damon & R. Lerner (Eds.) Handbook of Child Psychology, 6th Edition (pp. 153-196). Hoboken, NJ: John Wiley & Sons, Inc. • Carlson, S., and Maxa, S. (1997). Science guidelines for nonformal education. Washington, DC: United States Department of Agriculture, Cooperative Extension Service, Children, Youth, and Family Network. Retrieved from: http://www1.cyfernet.org/prog/schl/science/4h590.html • Horton, R., Gogolski, J., & Warkentien, C. (2007). Science, engineering, and technology (SET) programming in the context of 4-H Youth Development. Chevy Chase, MD: National 4-H Council. Retrieved from http://www.ohio4h.org/publications/documents/SET2007.pdf • National Research Council. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. [Advance Copy July 19, 2011] Washington, DC. Retrieved from http://www.nap.edu/catalog.php?record_id=13165

  22. 4-H Science - Are you 4-H Science Ready?Science AbilitiesThe Processes of Doing ScienceSteven Worker4-H Science, Engineering, and Technology CoordinatorUniversity of Californiasmworker@ucdavis.edu530-754-8519

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