Search

The partnership between science and the environment in service-learning projects helps students to make greater connections to the world around them. Service learning provides many benefits to students, faculty, and communities within the context of a college course. However, to prevent frustration, it is important for faculty members to make a clear distinction between service learning and volunteerism by connecting their course objectives to the service being provided. They also must develop a framework for planning, assessment, and reflection. Finally, a successful partnership must be developed. Clearly defining the community setting to be used for the service-learning project will ensure a more positive outcome. Developing the partnership framework through purposeful communication with all partners is the key to successful service-learning projects. A sequential series of steps are provided for the framework development. Actual examples of classroom projects are described, along with benefits to students, agencies, and community participants.

Young children are naturally curious and constantly exploring the world around them. Combining this curiosity with the outdoors and nature for science skill development has many advantages for young learners. As children develop an enhanced understanding of the natural world, they are also developing explanations of how things work. Allowing children to explore is consistent with the "Next Generation Science Standards" (NGSS). Learning about the worms living in their local area allows children to experience a world that is hidden from view. Worms can usually be found in the school yard or at local parks within walking distance. These relatively accessible and safe outdoor places give children numerous chances to practice appropriate outdoor behaviors. Easy outdoor trips allow children to become familiar with science tasks such as mapping, sampling, observing, and identifying, while still allowing time for exploration and discovery. This article presents an activity for students to get their hands dirty while investigating earthworm habitats and behaviors.

As children develop misconceptions about animals they believe are dangerous, they also adopt attitudes that are difficult to change. Changing these attitudes is challenging for teachers. One animal that is easy to find but difficult for children to understand is a spider. As with most wild animals, they are difficult to teach about because children lack firsthand experience with them, have misunderstandings about the behavior they exhibit, and hold negative attitudes regarding them. Although they concentrate on spiders, the activities and methods the authors describe in this third-grade lesson can be applied to a variety of animals that students have misconceptions about or consider dangerous. (Contains 1 figure, 1 table and 1 online resource.)

While the goal of science education used to be to produce more scientists, that goal has changed with the introduction of the National Science Education Standards (NSES) (NRC 1996). Society has recognized that it is essential for everyone, regardless of vocation, to understand the fundamentals of science and technology. The phrase that has come to represent this level of understanding is science literacy (Bybee 1997). Because science literacy demands that students be able to apply their knowledge to the world around them, the authors found that taking a service-learning approach in combination with environmental education methods greatly enhanced students' engagement with environmental and science issues. Combining service learning with environmental and science issues allows students to move beyond awareness toward engagement. The action team service project requires students to build in-depth knowledge, apply skills directly related to taking action, and reflect on their learning. The research conducted increases the science literacy of students. The action team service project is described. The use of the National Science Education Standards during these projects focused the need for college-level students to continue to be scientifically literate citizens that work in schools and in nonformal education venues. This project allowed students to choose a science issue, research that issue using a balanced approach, and inform themselves as well as others about the issue.

The article discusses how science teachers can use reflective writing to examine students' critical thinking and if they can properly apply knowledge learned during instruction. The authors note how student journals can reveal student misconceptions, help teachers plan lessons and allow students to develop learning strategies. Reports based on student group discussions can reduce teacher workload. Guided reflection papers may also be assigned to students.