|Title||Scientific literacy: California 4-H defines it from citizens' perspective|
|File Options||PDF | Additional Information|
Repository View: https://ucanr.edu/repository/a/?a=157814
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Scientific literacy is an important educational and societal goal. Measuring scientific literacy, however, has been problematic because there is no consensus regarding the meaning of scientific literacy. Most definitions focus on the content and processes of major science disciplines, ignoring social factors and citizens’ needs. The authors developed a definition of scientific literacy for the California 4-H Program from the citizen's perspective, concentrating on real-world science-related situations. The definition includes four anchor points: science content; scientific reasoning skills; interest in and attitudes toward science; and contribution through applied participation. The definition provides the California 4-H Science, Engineering, and Technology Initiative with a framework for future science curriculum and program development and implementation, educator professional development, and evaluation.
Smith Dr, Martin H
Specialist in Cooperative Extension, Youth Scientific Literacy
Youth science education; scientific literacy; curriculum development; educator professional development; inquiry-based learning; experiential learning
Worker, Steven M.
4-H Youth Development Advisor
Educational research; design and research of out-of-school (informal) learning environments; positive youth development; science, technology, engineering, and mathematics (STEM) education
Director of Advancement
Development and advancement practices including fundraising policy, endowments, and donor cultivation and stewardship
Statewide 4-H Director
Positive Youth Development, Youth Science Literacy, Leadership
|Publication Date||Apr 1, 2015|
|Date Added||Jun 24, 2015|
|Copyright||© The Regents of the University of California|
The definition includes science content, scientific reasoning skills, interest in science and service learning.