Page 171 - Cultural Studies of Science Education

148 J. Ponder and A. Cox-Peterson

The nature of action-based projects allows the science curriculum to evolve and
transform beyond its original intent. As a result, students are deeply connected to
the material and become key partners in investigating scientific phenomena,
enhancing scientific skills, and making a difference in their community. The process
of working toward a solution for a meaningful cause often creates opportunities for
students to delve into more complex issues and opens the door for science learning
for all students.
Current issues such as global warming, recycling, conservation, endangered and
extinct species, animal cruelty, genetic cloning, and ethical science research have a
direct connection to human lives. How we interact with other species and care for
our Earth will impact the lives of future citizens of this planet. Expanding service-
learning projects to the science curriculum is one way to encourage students to
consider moral ethics related to ecojustice and expand their understanding of the
relationships that exist among humans, nonhumans, and the Earth.
In conclusion, action-based projects may have a catalytic ability to motivate
students into using democratic skills to question injustice, work to better their
surrounding community, and be an advocate for those who do not have a voice (in
some cases, even themselves). We concur with Westheimer and Kahne (2004) who
encourage teachers’ “civic commitment by exposing students to problems in society
and by creating opportunities for students to have positive experiences while working
toward solutions” (p. 265). Ultimately, action-based projects empower students to
initiate change in their community and beyond by applying knowledge and skills
obtained through schooling to real-world problems in authentic contexts. The
experiences associated with active civic involvement can help students learn an
important life lesson: Any one of us can make a difference.

References

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