Science Programming in Science Programming in the Context of 4-H Youth the Context of 4-H Youth

DevelopmentDevelopment

I. Based upon nationally accepted Science I. Based upon nationally accepted Science standardsstandards

II. Experientially based instructionII. Experientially based instruction

III. Evaluating ResultsIII. Evaluating Results

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

considerationsconsiderations

A. National Science content A. National Science content considerations include:considerations include:

Science as InquiryScience as Inquiry Physical SciencePhysical Science Life ScienceLife Science Earth & Space ScienceEarth & Space Science Science & TechnologyScience & Technology Science in Personal & Social Science in Personal & Social

PerspectivesPerspectives History and Nature of ScienceHistory and Nature of Science

B. Engineering & Technology B. Engineering & Technology embedded in Science Standardsembedded in Science Standards

Scientists investigate the natural Scientists investigate the natural world and learn scientific knowledgeworld and learn scientific knowledge

Engineers create the designed world Engineers create the designed world resulting in technologiesresulting in technologies

Technologists apply tools to the Technologists apply tools to the discovery of science and the process discovery of science and the process of design and problem solvingof design and problem solving

C. National Science Behavioral C. National Science Behavioral ConsiderationsConsiderations

Characterized as the ways of doing Characterized as the ways of doing science, engineering and technologyscience, engineering and technology

Collectively referred to as Science Collectively referred to as Science AbilitiesAbilities

Most commonly identified Science Most commonly identified Science Abilities in the literature =30Abilities in the literature =30

D. Science Abilities. . .focus on the D. Science Abilities. . .focus on the learning and doing of sciencelearning and doing of science

Science Abilities (to be practiced as well as to facilitate Science Abilities (to be practiced as well as to facilitate learning)learning)

ObserveObserve Categorize/Order/Classify/OrganizeCategorize/Order/Classify/Organize InferInfer QuestionQuestion PredictPredict HypothesizeHypothesize EvaluateEvaluate State a ProblemState a Problem Plan an investigationPlan an investigation Use ToolsUse Tools Develop SolutionsDevelop Solutions Design SolutionsDesign Solutions Problem SolveProblem Solve

D. Science Abilities. . .focus on the D. Science Abilities. . .focus on the learning and doing of sciencelearning and doing of science

MeasureMeasure Draw/DesignDraw/Design Build/ConstructBuild/Construct Collect DataCollect Data Invent/Implement Solutions TestInvent/Implement Solutions Test Research a ProblemResearch a Problem Interpret/Analyze/ReasonInterpret/Analyze/Reason TroubleshootTroubleshoot RedesignRedesign OptimizeOptimize CollaborateCollaborate CompareCompare Model/Graph/Use NumbersModel/Graph/Use Numbers Summarize/RelateSummarize/Relate Demonstrate/Communicate to OthersDemonstrate/Communicate to Others

II. Experientially Based Science II. Experientially Based Science InstructionInstruction

A. 4-H Science from an A. 4-H Science from an experiential perspectiveexperiential perspective

• Based on the needs and interests of the Based on the needs and interests of the learnerlearner

• Matches learner interests with a learning Matches learner interests with a learning facilitatorfacilitator

• Non-formal instruction organized along an Non-formal instruction organized along an experiential path; experience, reflection, experiential path; experience, reflection, generalization, applicationgeneralization, application

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

B. The Role of A Learning B. The Role of A Learning Facilitator. . . , Facilitator. . . , “true experiential “true experiential education is characterized by education is characterized by

systematic interventions by the systematic interventions by the learning facilitator along an learning facilitator along an

experiential path. . . providing experiential path. . . providing focus, support, feedback and focus, support, feedback and

debriefing.”debriefing.” (Joplin, 1995) (Joplin, 1995)

Kolb/Joplin Experiential Kolb/Joplin Experiential Facilitation ModelFacilitation Model

III. Non-formal Learning. . . “that III. Non-formal Learning. . . “that point along the Informal/Formal point along the Informal/Formal learning continuum where one learning continuum where one

arrives at a purposeful and assisted arrives at a purposeful and assisted learning situation. . .”learning situation. . .”

Roger’s Learning ContinuumRoger’s Learning Continuum

NSES-based EvaluationNSES-based Evaluation

Does the curriculumDoes the curriculum

enable 4-H youth to investigate important science enable 4-H youth to investigate important science concept (s) in depth over an extended period of concept (s) in depth over an extended period of time?time?

engage 4-H youth in the processes of science and engage 4-H youth in the processes of science and engineering? engineering?

provide sufficient information on the scientific provide sufficient information on the scientific content and on common misconceptions?content and on common misconceptions?

NSES-based EvaluationNSES-based Evaluation

Does the curriculumDoes the curriculum

represent Science to be open to inquiry?represent Science to be open to inquiry?

represent Science as an enterprise connected to represent Science as an enterprise connected to society?society?

incorporate technological applications of Science incorporate technological applications of Science and Engineering and demonstrated the interactions and Engineering and demonstrated the interactions among Science, Engineering, Technology and among Science, Engineering, Technology and society?society?

NSES-based EvaluationNSES-based Evaluation

Does the curriculumDoes the curriculum

focus on concrete experiences with science/ focus on concrete experiences with science/ engineering phenomena?engineering phenomena?

contribute to development scientific reasoning and contribute to development scientific reasoning and problem-solving skills?problem-solving skills?

promote understanding of how scientists and promote understanding of how scientists and engineers come to know what they know and how engineers come to know what they know and how they test and revise their thinking?they test and revise their thinking?

encourage development of scientific attitudes and encourage development of scientific attitudes and habits of mind?habits of mind?

NSES-based EvaluationNSES-based Evaluation

Is science content accurately represented and Is science content accurately represented and consistent with current scientific/ consistent with current scientific/ engineering/technology knowledge?engineering/technology knowledge?

Are important scientific ideas included? Are important scientific ideas included?

Are generalizations adequately supported by Are generalizations adequately supported by scientific facts?scientific facts?

Are facts clearly distinguished from theories?Are facts clearly distinguished from theories?

Let’s EvaluateLet’s Evaluate

StarchPlastic.pdf

Let’s EvaluateLet’s Evaluate

StarchPlastic.pdf http://www.youtube.com/watch?v=k

mt7YHl_YUM

Additional InformationAdditional Information

http://www.ohio4h.org/publications/experience.html