The U.S. and Science EducationThe Need for Science Education:

For economic prosperity and national security

For a functioning democracyAs preparation for work and life

Low Levels of Scientific LiteracyStagnant and declining levels of scientific literacy.California ranks 49th in 8th grade science literacy and only 21% of seniors are considered proficient in science (NCES, 2011).

Trends are not distributed equally. Caucasian and Asian American outperformed African Americans & Latinos. Youth from high-income households scored higher than their peers from low-income households.

Science Education in Out-of-SchoolGrowing recognition of the role that nonformal education plays in youth science learning.

“out-of-school science-learning experiences are fundamental to supporting

and facilitating lifelong science learning” (Falk & Dierking, 2010, p. 492)

Key reports highlight the need for science education out-of-school.National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Washington, D.C.: The National Academies Press. http://www.nap.edu/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits

National Research Council. (2015). Identifying and supporting productive STEM programs in out-of-school settings. Washington, D.C.: The National Academies Press. http://www.nap.edu/catalog/21740/identifying-and-supporting-productive-stem-programs-in-out-of-school-settings

Time spent in and out of classrooms

LIFE Center. (2005). The LIFE Center's Lifelong and Lifewide Diagram. This diagram was originally conceived by Reed Stevens and John Bransford to represent the range of learning environments being studied at the Learning in Informal and Formal Environments (LIFE) Center (http://life-slc.org). Graphic design, documentation, and calculations were conducted by Reed Stevens, with key assistance from Anne Stevens (graphic design) and Nathan Parham (calculations).

UC ANR and Science Literacy

Join the ANR Science Literacy Program Team!ANR professionals who meet to collaborate, hear updates regarding the 4-H SET Initiative,

and discuss emerging topics in youth science education and the direction of 4-H science programs.

Chairs: Martin Smith and Lynn Schmitt-McQuittyNext Meeting: Monday, October 5, 2015, 10:00am-5:00pm,

part of the ANR Joint Strategic Initiative Conference, Sacramento, CA.

Links between Initiatives and 4-HPotential for connection between all of the initiatives and scientific literacy.

ANR Initiative 4-H Thematic AreaWater Quality, Quantity, and Security Water Education

Sustainable Food Systems Agriculture & Gardening

Science Literacy Science & Engineering Education

Sustainable Natural Ecosystems Environmental Stewardship & Natural Res.

Enhance the Health of Californian’s and CA’s Ag Economy Nutrition

Healthy Families and Communities Youth Development / Thrive

Ensure Safe and Secure Food Supplies Bio-security, Pre-harvest Food Safety

Endemic and Invasive Pests and Diseases Bio-security

Green Technologies Renewable Energy

4-H Science, Engineering, and Technology (SET) Initiative

• 4-H has been doing science education for 100 years.

• Renewed commitment in 2008 with the formation of the SET Initiative

4-H SET Leadership TeamAndrea Ambrose

Interim Director of Development, ANR Development ServicesKelley Brian

Youth, Families, and Communities AdvisorLynn Schmitt-McQuitty

County Director & 4-H Youth Development AdvisorEmily Schoenfelder

4-H Youth Development AdvisorMartin Smith

Associate CE Specialist, Youth Curriculum Development, UC DavisSteven Worker

4-H Science, Engineering, and Technology Coordinator

4-H SET Plan-of-ActionGoal #1: Improve youth science literacy in, and attitudes for, agriculture, natural resources, and nutrition through educational programming that use:1. High quality curricula identified and developed based on UC ANR

initiatives2. Staff, volunteer, teen, and other educators prepared using research-based

professional development strategies 3. Strategies designed to meet the needs of youth audiences 4. Partners to strengthen programming

Goal #2: Advance the research-base of youth nonformal science education through:5. Developing and implementing new 4-H SET programs6. Evaluating existing and new 4-H SET programming7. Conducting new applied research8. Sharing outcomes

Goal #3: Support the first two goals through effective resource development.

Learning Outcomes

Ancho

r Points

I. Science Content

II. Scientific Reasonin

g

III. Interest

and Attitudes

IV. Contribut

ion through Applied

Participation

Based on issues relevant to citizens; in California this is outlined by the UC ANR Strategic Vision 2025: agriculture, plant science, water, animal science, renewable energy, natural ecosystems, etc.

Skills needed to understand and evaluate scientific information; Asking questions,using models, conducting investigations,analyzing data, usingmath, constructingexplanations.

Positive attitudes towards science improves motivation to learn and use science

Opportunities to engage in authentic, community-based activities related to the science; e.g., service learning, citizen science

Read the full paper: http://californiaagriculture.ucanr.edu/landingpage.cfm?article=ca.v069n02p92

Outcomes: Four anchor points of scientific literacy Positive youth development

Learning Environment: Experiential learning Inquiry-based learning Youth development practices Sequential learning opportunities Supporting the Next Generation Science Standards (NGSS) Opportunities for evaluation

Program Resources4-H SET Initiativehttp://4h.ucanr.edu/Projects/SET/Initiative/

4-H Science-Ready Checklisthttp://4h.ucanr.edu/files/200214.pdf

Experiential Learning Check-Off Listhttp://www.ca4h.org/files/73510.docx

4-H Program Frameworkhttp://www.ca4h.org/files/146514.pdf

4-H National Youth Science Dayhttp://www.4-h.org/4-h-national-youth-science-day/

Professional DevelopmentTools of the Trade II: Inspiring Young Minds to be Science, Engineering, and Technology Ready for Life!

– http://www.ca4h.org/Projects/SET/SETResources/ToTII/– 22 hour training guide for afterschool line staff

Experiential Learning – 3 module introductionhttp://www.experientiallearning.ucdavis.edu/default.shtml

Online Course: Using Inquiry-based learning to Support 4-H Science

– 3, 20-minute videos– http://www.4-h.org/

CurriculaTo find curricula, search:

California 4-H http://4h.ucanr.edu/Resources/Curriculum/FREE/

My4H.org and National Directory of 4-H Materialshttp://www.4-h.org/my4-h

4-H MALLhttp://www.4-hmall.org/