Curriculum and Professional Development for OST Science Education - Lessons Learned from California 4-H

Oct 15, 2026

Uploaded by Pentious

Out-of-school time (OST) programs across the United States can strengthen scientific literacy through varied science education opportunities, but educators need both pedagogical skills and high-quality curriculum materials. Grounded in best-practice literature, the article presents a systematic approach for developing OST science curricula and professional development models. California 4-H Science, Engineering, and Technology provides examples emphasizing inquiry, constructivist learning, and structured evaluation to verify learning outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

How the 4-H Youth Development Program Strengthens Scientific Literacy

Inquiry and constructivist learning approaches

Curriculum goals, learning experiences, and evaluation

Building professional development and program capacity

Curriculum and Professional Development for OST Science Education lessons learned from California 4-h by Steven M. Worker and Martin H. Smith A wide variety of out-of-school time (OST) programs across the U. S. offer science education opportunities that cover many scientific disciplines and use diverse pedagogical practices (National Research Council [NRC], 2009) . However, to improve youth’s scientific literacy, OST educators need to “have the disposition and repertoire of practices and tools at their disposal to help learners expand on their everyday knowledge and skill to learn science”(NRC, 2009, p. 309) . Thus, OST educators need both essential pedagogical skills and high-quality curriculum materials. Grounded in literature on best practices in science education, this article describes a systematic and intentional approach to developing OST science curricula and professional development models. Examples from the California 4-H Science, Engineering, and Technology Initiative demonstrate promising practices in action. How the 4-H Youth Development Program Strengthens Scientific Literacy 4-H is a national community-based youth development organization administered through the Cooperative Extension System, an educational partnership among the U.S. Department of Agriculture (USDA), state land grant universities, and county governments (Kellogg Commission on the Future of State and Land Grant Institutions, 1999) . Grounded in Cooperative Extension’s STEVEN M. WORKER, M. S., is the 4-H Science, Engineering, and Technology coordinator at California’s 4-H office at the University of California, Division of Agriculture and Natural Resources. He coordinates the California 4-H Science, Engineering, and Technology Initiative, an effort to strengthen 4-H programs using inquiry-based education in the context of positive youth development. His dissertation research focuses on the co-construction of design-based learning environments by youth and adult volunteers. MARTIN H. SMITH, M. S., Ed. D., is an associate specialist in Cooperative Extension, Science Literacy, at the University of California, Davis. His work focuses on applied research in youth science curriculum and educator professional development. He has developed, tested, and published peer-reviewed animal and environmental curricula for youth in out-of-school time programs and has worked on lesson study as a professional development model for informal educators. inquiry, a constructivist mission and history related to agri- process, engages youth in A curriculum should be more culture, science, mechanical arts, learning and applying than a list of facts to be memorized; and education, county-based 4-H science content in ways rather, the content should present prograrientiamlsedprovucatiide hands-onon opportuni,texiespeto- that have been shown to majaticor scientififashionc con(ceptsBybeien, a syste200m2)-youth in all 50 states and the District be effective in fostering Additionally, science curriculum conof Columbia (USDA, 2003) . scientific literacy (Beerer & tent should emphasize the develop In response to research that Bodzin, 2004) . Activities ment of scientific abilities, such as indicateliteracysalowmonglevK–els12 osftscientudentsificin are sequenced to “spiral” askinlems;gpquestionslanning anadnid definingmplementiprobng in--the U.S. (National Center for major concepts, revisiting vestigations; and collecting, analyzEducation Statistics, 2011), the and reexamining them over ing, and interpreting data (Bybee, national 4-H program strength- several lessons so that 2002; Bybee, 2011; NRC, 2012) . ened its commitment to science learners build knowledge in Curriculum content should be develeducaScientcieonMbyissiintonrodMucingandateth(eK4-resHs, multiple small steps opmenGravesallSychrappoyerr,opri&ateStav(Sere, ime20a1rs2), McClanahan, & Zaniewski, (Bruner, 1996) . and build on learners’ prior knowl- 2008) . With the goal of improving edge (Strangm

FAQs

Why do OST science educators need more than curriculum content?

To improve youth’s scientific literacy, OST educators need both essential pedagogical skills and high-quality curriculum materials to help learners expand everyday knowledge and develop the repertoire of practices and tools for learning science.

What curriculum approach does the article recommend compared with the transmission model?

The article contrasts a transmission model (lectures, presentations, assigned readings) with a constructivist approach that emphasizes learner-centered, inquiry-based experiences where individuals build understanding using prior knowledge.

How does the initiative support scientific literacy in practice?

The California 4-H Science, Engineering, and Technology Initiative strengthens 4-H programs using inquiry-based education within positive youth development, guided by co-planned actions in curriculum development and educator professional development.

Oct 15, 2026

Uploaded by Pentious