Science Literacy in the Crucible of Service Learning (Rigor and Relevance--Developing Connections between Science, Education, Community and Career).

This paper argues that academic service learning at the undergraduate level provides an accessible and powerful crucible for exploring a career in teaching while also providing needed literacy experiences for children. Undergraduate service learning programs can include direct and authentic experiences that enroll, engage, and stimulate both undergraduates and the children they teach to learn and apply science. The academic service learning experiences described herein are available in childcare settings in most communities every day. Reflection and inquiry are key elements and serve as the bridge between science literacy and service learning. In these programs, the educational truism "learn by doing" is employed to serve both science literacy and learning to teach. The paper's aim is to describe and define an operating undergraduate program that works, to simultaneously develop the science literacy, career awareness, and social capital of undergraduates and children. (Contains 23 references.) (Author/YDS) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Off i of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) IgZhis document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. SCIENCE LITERACY IN THE CRUCIBLE OF SERVICE LEARNING (RIGOR AND RELEVANCE DEVELOPING CONNECTIONS BETWEEN SCIENCE, EDUCATION, COMMUNITY AND CAREER) Richard Ponzio, Ph.D. Department of Human and Community Development University of California, Davis Marian J. McKenna, Ph.D Professor of Literacy Studies Dept. of Curriculum & Instruction University of Montana, Missoula This study was supported in part by Grant #ISE-93-55740 from the National Science Foundation. However the views expressed here are not necessarily those of the NSF, and no endorsements of the findings or conclusions are implied. Additional support was provided by the University of Montana in funding Dr. McKenna's sabbatical work at UC Davis. Abstract: In this paper we argue that academic service learning at the undergraduate level provides an accessible and powerful crucible for exploring a career in teaching while also providing needed literacy experiences for children. Undergraduate service learning programs can include direct and authentic experiences that enroll, engage, and stimulate both undergraduates and the children they teach to learn and apply science. The academic service learning experiences described herein are available in childcare settings in most communities every day. Reflection and inquiry are key elements and serve as the bridge, so to speak between science literacy and service learning. In these programs the educational truism "learn by doing" is employed to serve both science literacy and learning to teach. Our aim is to describe and define an operating undergraduate program that works to simultaneously develop the science literacy, career awareness and social capital of undergraduates and children. In this paper we argue that academic service learning at the undergraduate level provides an accessible and powerful crucible for exploring a career in teaching while also providing needed literacy experiences for children. Undergraduate service learning programs can include direct and authentic experiences that enroll, engage, and stimulate both undergraduates and the children they teach to learn and apply science. The academic service learning experiences described herein are available in childcare settings in most communities every day. Reflection and inquiry are key elements and serve as the bridge, so to speak between science literacy and service learning. In these programs the educational truism "learn by doing" is employed to serve both science literacy and learning to teach. Our aim is to describe and define an operating undergraduate program that works to simultaneously develop the science literacy, career awareness and social capital of undergraduates and children. Introduction: We explore three interactive themes related to academic service learning and learning to teach: Educational experiences that provide an opportunity to learn science by teaching science; learning experiences that develop reflective practice and sense of educational ownership and design; and, how inquiry and reflection serve as an effective 10/10/02 0 4. BEST COPY AVAILABLE 1 bridge between content and context. We begin by distinguishing what makes academic service learning distinct and unique, then describing the current shortage of qualified teachers in the schools, and the state of science education. We define and explain our interactive areas for academic service learning in science. We describe a course designed and taught at the University of California at Davis designed to support undergraduates in becoming comfortable with using inquiry-based science programs and materials to develop an understanding of science and using constructivist teaching methods with children. Sample inquiries and reflective interactions among the undergraduates along with their work in after-school childcare are presented. The case is made that academic service learning that has constructivist and reflective curriculum components and a significant amount of reflection on practice helps fructify the promise of service learning to improve science literacy and civic engagement. A summary that defines the lines of evidence use to assess the work of the undergraduates is presented. Also presented are the lines of evidence that make both undergraduate and child learning visible.