Page 164 - Cultural Studies of Science Education

10 Action-Based Science Instruction 141

Students can use journals, portfolios, role-play, discussions, or reflection maps to make
connections.
The Kids Involved Doing Service (Kids Consortium n.d.) is an organization that
works with local communities and schools to identify, research, and figure out how
to meet a community’s need. Teachers match specific projects to state content stan-
dards and help to develop the hands-on interactive learning experiences. The KIDS
Consortium has three basic components:
1. Academic integrity – Service-learning projects are linked to state content standards.
Content is taught through the activities. Students are aware of these standards
and focus on them as they are participating in service activities.
2. Apprentice citizenship – Students take roles as valuable members of the com-
munity and partner with community groups to take action and make a difference.
This is important because students learn how they are a part of the larger system
that has a voice to enact changes to make their community a better place to live.
3. Student ownership – Students are encouraged to make decisions during the learn-
ing and problem-solving process. Teachers and community members facilitate
the process, but the students actually guide decisions being made. Students are
more motivated to lead project activities and continue the project over time if
they have a stake in determining the actual project and associated activities.
Stewardship is closely linked to service-learning and includes the call for responsibil-
ity to ensure welfare of the world and within world. This can include science topics
related to environmental conservation, economic welfare, education, health care,
disaster relief, animal welfare, in addition to human rights. Stewardship includes
individuals or groups working together to obtain greater peace and sustainability
throughout communities everywhere. Stewardship, like place-based education,
involves students and teachers focusing on nature-based learning that connects them
with their community (Sobel 2004). Stewardship activities require that teachers
expand science experiences beyond traditional classroom experiences and help stu-
dents investigate the world around them. Stewardship and place-based learning
include cumulative efforts of individuals or groups which result in positive outcomes
for the environment. Stewardship, therefore, is the moral obligation to care for the
Earth, its people, animals, and resources so that it may be preserved for future genera-
tions. As part of the formal curriculum, teachers, families, and communities can work
together to teach the value of stewardship and integrate science content standards with
stewardship activities. For example, the Youth Stewardship Program in San Francisco
provides free stewardship opportunities for teachers and students. Five field trips to a
local park accompanied by lesson plans that connect to California science content
standards are provided for participating groups. These lesson plans focus on habitat
restoration related to areas such as water and soil or plant adaptation.
Civic Involvement is implemented within science education to encourage active
community members. Ketter, Zukin, Andolina, and Jenkins (2002) describe civic
involvement as incorporating three different areas: Civic Activities, Electoral
Activities, and Having a Political Voice. Civic activities improve the community or
help local individuals or groups. Such activities include volunteering time or a