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Peer-reviewed article

Scientific literacy: California 4-H defines it from citizens' perspective

April 1, 2015 | Public Programs, Professional Development, Conferences, and Networks
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.

TEAM MEMBERS

  • Martin Smith
    Author
    University of California, Davis
  • Steven Worker photo
    Author
    University of California ANR
  • REVISE logo
    Author
    University of California ANR
  • REVISE logo
    Author
    University of California ANR
  • Citation

    Publication Name: California Agriculture
    Volume: 69
    Number: 2
    Page Number: 92-97
    Resource Type: Research Products
    Discipline: Ecology, forestry, and agriculture | Nature of science
    Audience: Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | Administration/Leadership/Policymakers | Educators/Teachers | Museum/ISE Professionals | Learning Researchers
    Environment Type: Public Programs | Afterschool Programs | Summer and Extended Camps | Park, Outdoor, and Garden Programs | Professional Development, Conferences, and Networks | Professional Development and Workshops

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