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


  • 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
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 science1
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 checklist1
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


4 h science abilities
4-H Science Abilities

Thirty 4-H Science Abilities

Model/Graph/Use Numbers




Plan Investigations


Problem Solve



Research a Problem

State a Problem




Use Tools




Collect Data



Design Solutions

Develop Solutions









4 h science checklist2
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.

4 h science professional development
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
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 skills1
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 skills2
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 skills3
Science Process Skills

  • Understanding Sciencehttp://undsci.berkeley.edu

    • Exploration

    • Gathering data

    • Interpreting

Science process skills4
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
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
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
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?

Scientific and engineering practices1
Scientific and Engineering Practices

What Scientists and Engineers Do

Inquiry Analysis, Debate, Eval Creative Thinking

Scientific and engineering practices2
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.

Scientific and engineering practices3
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.


  • 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 AbilitiesThe Processes of Doing ScienceSteven Worker4-H Science, Engineering, and Technology CoordinatorUniversity of [email protected]