Page 162 - Cultural Studies of Science Education

10 Action-Based Science Instruction 139

Civic skills, or any skill that empowers students, can influence public policy while
holding government representatives accountable. Through action-based projects,
teachers can provide students with opportunities to identify, describe, evaluate,
analyze, and think critically about issues related to science. More specifically, stu-
dents should be actively engaged in thoughtful deliberations that encourage the
consideration of multiple perspectives before decisions are made. Creating and
implementing a plan of action to inform and influence social or scientific change
will allow students to apply ecojustice principles and demonstrate valuable civic
skills as they participate in civic life beyond the four walls of their classroom (see
Patrick and Vontz 2001, for additional information).

Action-Based Strategies

Community service involvement projects breed an atmosphere that promotes moti-
vation, access, and a purpose for learning in school. With service-learning, steward-
ship, and civic involvement projects, students are actually creating something and
making an impact on the community and world in which they live. Such projects
also provide opportunities for full participation of the students, teachers, and others
beyond the traditional four walls of the classroom. Now we discuss and provide
examples of three action-based strategies that can be applied to science instruction
and aligned with the science curriculum.
Service-learning involves a learning process where students contribute and pro-
vide a service to the community while the community in turn provides a service
back to students and schools. This type of project results in reciprocal learning and
community partnerships. Specifically, service-learning assignments are ones in
which students provide a service and address a community need (Wade 1997) such
as gleaning crops and donating them to local food banks. Gleaning is the process
of collecting leftover crops in fields. Students can inquire about the type of soil,
climate, and other resources needed to grow crops and protect them better.
Buchanan, Baldwin, and Rudisill (2002) describe how service-learning differs from
traditional community service or field experiences. First, it includes experiences
where students learn content while performing community service. Secondly, students
apply content to the community setting, reflect on their experiences, and develop
relationships with participants or area of study. Third, service is provided “with,
rather than for, the community partner” (p. 28) resulting in benefits for all parties.
Cumulatively, service-learning provides students with opportunities to learn
through active participation in experiences that help the community in some way.
Kaye (2004), known for her expertise in service-learning, outlined essential ele-
ments of service-learning projects. These elements include:
• Integrated learning
• Meeting genuine needs
• Youth voice and choice
• Collaborative efforts