4-H Science: Are you 4-H Science Ready?

Science AbilitiesThe Processes of Doing Science

Presented by Steven Worker, University of CaliforniaJanuary 9, 2012

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

The Processes of Science

• What processes, skills, and practices are used by scientists and engineers in their work?

• [Respond in the Chat Box]

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.

4-H Science Checklist

Activities follow the

Experiential Learning Cycle After the activity, the facilitator leads youth through a period of reflection where the learner shares and processes the experience and applies new learning in authentic situations.

Activities promote

Inquiry Learning using Effective QuestioningThrough learning experiences, youth are encouraged to think, explore, question, and make decisions. Youth build understanding through active exploration and questioning.

Provides opportunities to improve

Science, Engineering and Technology AbilitiesEngages youth in science, engineering and technology through one or more of the thirty most important science, engineering, and technology processes.

Anchored in a

Positive Youth Development Context Provides opportunities for youth to develop their 6 C’s: Competence, Confidence, Connections, Character, Caring/Compassion, and Contribution.

Facilitated and delivered with

Adult mentors who partner with youthLearning experiences led by trained, caring adults and teens who create environments in which they work together as active learners.

Programs offer

Extended Learning OpportunitiesProjects offer long-term experiences to significantly increase youth knowledge, skills and attitudes. Experiences are designed for extended frequency and duration that serve to build learning over time.

Programs based on

National Science Education Standards SET activities delivered through inquiry-based learning focusing on concepts of physical science, life science, earth and space science, science and technology, science in personal and social

perspectives, history and nature of science.

4-H Science Checklist Are you providing children and youth

opportunities to improve their science, engineering, and technology abilities?

• May 2007 Report Outlining 30 Abilitieshttp://www.ohio4h.org/publications/documents/SET2007.pdf

4-H Science Abilities

Thirty 4-H Science AbilitiesBuild/ConstructCategorize/Order/ClassifyCollaborateCollect DataCommunicate/DemonstrateCompare/ContrastDesign SolutionsDevelop SolutionsDraw/DesignEvaluateHypothesizeInvent/ImplementSolutionsInferInterpret/Analyze/ReasonMeasure

Model/Graph/Use NumbersObserveOptimizeOrganize/Order/ClassifyPlan InvestigationsPredictProblem SolveQuestionRedesignResearch a ProblemState a ProblemSummarizeTestTroubleshootUse Tools

4-H Science Checklist

• Distinct and measurable behaviors and are critical elements of experiential learning and inquiry.

For exampleA 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.

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

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.

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

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

Science Process Skills

• Understanding Sciencehttp://undsci.berkeley.edu – Exploration– Gathering data– Interpreting

Science Process Skills

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

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.

Promising Practices

• How do you provide youth opportunities to improve their science, engineering, and technology abilities?

• [Respond in the Chat Box]

Scientific and Engineering Practices

A Potential Path for the FutureA Framework for K-12 Science Education: Practices,

Crosscutting Concepts, and Core Ideas (2011)

Tension in the goals of science education:1. Development of content knowledge2. 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?

Scientific and Engineering Practices

What Scientists and Engineers Do

Inquiry Analysis, Debate, Eval Creative Thinking

Scientific and Engineering Practices

1. Asking questions (science) and defining problems (engineering).

2. Developing and using models.

3. Planning and carrying out investigations.

4. Analyzing and interpreting data.

5. Using mathematics, information and computer technology, and computational thinking.

6. Constructing explanations (science) and designing solutions (engineering).

7. Engaging in argument from evidence.

8. Obtaining, evaluating, and communicating information.

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.

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

4-H Science - Are you 4-H Science Ready? Science Abilities

The Processes of Doing Science

Steven Worker4-H Science, Engineering, and Technology Coordinator

University of Californiasmworker@ucdavis.edu

530-754-8519