Page 160 - Cultural Studies of Science Education

Chapter 10
Action-Based Science Instruction:
Service-Learning, Stewardship,

and Civic Involvement

Jennifer Ponder and Amy Cox-Peterson

Mueller and Zeidler discuss socioscientific issues (SSI) as they relate to students’
everyday lives in the context of environmental, political, social, and ethical issues.
In this chapter, we will provide instructional methods and practical applications
related to applying SSI within the classroom through action-based science projects.
Although any subject can give rise to an action-based project, science is a rich field
in which social activism can sprout. Global warming, medical and surgical needs,
environmental stewardship, energy awareness, recycling, the aftermath of natural
disasters, and, yes, concern for threatened and endangered organisms are just a few
connections between science and community action projects. Classroom lessons
can be taught and soon forgotten, but the passion, commitment, and emotional
expense of an action project ensures its cognitive value and longevity, as well as the
preparation of civic-minded individuals who gain problem-solving and decision-
making skills for the future.
Decision-making, service, and action within one’s community is not usually at
the forefront within the K-16 curriculum. In addition, the process of action-based
pedagogy and learning is not accessible if teachers and students are not educated
about their responsibilities, their role as decision-makers, and the various opportuni-
ties to connect community activism with academic content standards. This chapter
provides information and examples to encourage the integration of action-based
pedagogical strategies into the science classroom. Service-learning, civic involve-
ment, and stewardship are described as three viable action based strategies that can
be easily aligned with formal science content standards such as the National Science
Education Standards in the USA (National Research Council [NRC] 1996) and the
National Science Curriculum Standards in the UK (1999).
Science standards throughout all grade levels indicate that students should
engage in activities that lead to questions and investigations. For example, the

J. Ponder
University of California, Fullerton
A. Cox-Peterson
University of California, Fullerton

D.J. Tippins et al. (eds.), Cultural Studies and Environmentalism, 137
Cultural Studies of Science Education, Vol. 3, DOI 10.1007/978-90-481-3929-3_10,
© Springer Science+Business Media B.V. 2010