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• W225392783 abstract "THEME ARTICLE Scientific Literacy in Agriculture While the concept of scientific literacy has been grounded in agricultural education since its inception, it remains a universal, timeless goal. The American Association for the Advancement of document, Science for All Americans, describes a scientifically literate person as one who 1) is aware that science and technology are human enterprises with strengths and limitations, 2) understands key concepts and principles of science, 3) is familiar with the natural world and recognizes both its diversity and unity, and 4) applies scientific knowledge and skills for individual and social purposes (AAAS, 1990). Science for All Americans offers the premise that less is more, indicating a shift away from the emphasis on rote memory to higher levels of cognition such as critical thinking. Bybee and DeBore (1994) sum up the basic dimensions for scientific literacy as follows. Scientific literacy continuously develops when the science curriculum incorporates a wide variety of learning episodes that clearly emphasize: * learning from the concrete to abstract and from the familiar to the unfamiliar; * learning from the local setting to the global setting; * real-world doing (hands-on); * cooperative and individual performance; * learner self-evaluation and curriculum embedded assessment; * developmental appropriateness of process and content; * cooperative planning by learners and leaders; * interdisciplinary connections; * assessment of the risks and benefits while making choices; * movement toward indepen dence; and * responsible decision-making in real-world situations. For agricultural educators, this means that an agriscience program that is enriching enough to facilitate the continuous development of scientific literacy requires powerful learning opportunities that are relevant and engaging to all learners. It is the intent of this article to encourage the development of new and effective agriscience curriculum that present students with experientially based curriculum that emphasize the general assumptions put forth by Bybee and DeBore (1994). Ultimately, it is recommended that service learning may be a means to advance Bybee and DeBore's (1994) basic dimensions for scientific literacy. AgriScience Learning-by-Doing In Nurturing Scientific Literacy Among Youth Through Experientially Based Curriculum Materials (1999), Horton and Hutchinson assert that, content is the meat of the curriculum plan, experiences are the heart. Horton and Hutchinson, offer the premise that, experiences are the key factors that shape learners' orientation to the content and, ultimately, their understanding of it. Similarly, Taba (1962) noted that learning experiences, not content, are the means for achieving a wide range of objectives; knowledge and understanding are the exceptions. Experiencing AgriScience Through Service Learning As expressed by Bybee and DeBoer (1994), there appears to be little difference in a lesson that trains a monkey, versus a small child, to plant a seed, if the only goal is getting the seed into the ground. There is quite a difference, on the other hand, if planting the seed is just part of several carefully mediated events about plants, their role in food production, and our cultivation of them to advance society. If we are to achieve the basic dimensions for scientific literacy as proposed by Bybee and DeBore (1994) in our agriscience programs, mechanisms are needed to bring experiential learning opportunities into the mainstream of agriscience education. One such experiential learning methodology that lends itself well to meeting Bybee and DeBore's dimensions of scientific literacy is service learning. Service learning is an engaged method, premised on experiential education as the foundation for intellectual, moral and civic growth. …" @default.
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• W225392783 date "2002-03-01" @default.
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• W225392783 title "Cultivating Agriscience through Service Learning" @default.
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