A Conceptual Process Model for Improving Youth Science Comprehension

Autor/inn/en	Skelton, Peter; Seevers, Brenda; Dormody, Tom; Hodnett, Frank
Titel	A Conceptual Process Model for Improving Youth Science Comprehension
Quelle	In: Journal of Extension, 50 (2012) 3, (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-5315
Schlagwörter	Extension Education; Youth Programs; Science Education; Comprehension; Science Achievement; Inquiry; Experiential Learning; Science Curriculum; Skill Development; Grade 6; Grade 8; Grade 7; Middle Schools; New Mexico + Suchen Sie Ihr Suchwort? Erweitertes Bildungsangebot; Jugendsofortprogramm; Naturwissenschaftliche Bildung; Verstehen; Verständnis; Experiental learning; Erfahrungsorientiertes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Mittelschule; Mittelstufenschule
Abstract	Improving youth science comprehension in the United States is imperative to reverse current trends in student achievement and to meet an expected shortage of scientists in the future. This lag in achievement scores and need for future scientists is a problem. One challenge is to link inquiry-based learning and experiential education with curriculum designed to improve understanding, skill development, and reasoning abilities to achieve the broader impacts of improved science comprehension. The authors propose a conceptual process model for delivering Extension programs designed to enhance youth achievement in the sciences. (As Provided).
Anmerkungen	Extension Journal, Inc. e-mail: joe-ed@joe.org; Web site: http://www.joe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10