Authors:
Robert
L. Horton
Suzanne Hutchinson
Susan J. Barkman
Krisann
Machtmes
Hannah Myers
The first publication in this series,
4-H 897, Developing Experientially Based 4-H Curriculum
Materials, focuses on the way in which teaching materials
are created, especially the actual arrangement of
the parts of the finished product. The second publication,
4-H 898, Evaluating 4-H Curriculum Through the Design
Process, focuses on the pilot testing and data collection
phase of curriculum development. It contains both
checklists for use by design teams and evaluation
instruments to measure whether the curriculum achieved
its stated outcomes. These publications were funded
through a grant from the former National 4-H Network
for Science and Technology (NNST).
Companion site: Nuturing Scientific Literacy Among Youth
Through Experientially Based Curriculum Materials
To order this
publication, contact: Ohio State University Extension
Publications, 2021 Coffey Road, Kottman Hall, Columbus,
Ohio 43210, (614) 292-1607, or email request to: pubs@postoffice.ag.ohio-state.edu.
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Science, Engineering, and Technology (SET) Programming
in the Context of 4-H Youth Development
The National 4-H SET Leadership Team
commissioned this paper in October 2006 to
identify an established set of nationally recognized
standards in science, engineering,
and technology (SET) that 4‑H could align with,
and a set of life-skill outcomes (SET abilities) that
could be addressed with reasonable certainty
within the context of 4‑H Youth Development.
The report is intended for use by National 4‑H
SET Leadership Team members and Extension
professionals to support the work of state and
county 4‑H staff and volunteers, and to serve as
a framework for design, implementation and
evaluation of 4-H programs and curriculum
materials. This paper was submitted for blind
peer review in April 2007 and approved for
publication in May 2007. Suzanne Le Menestrel,
Ph.D., national program leader, youth
development research, National 4‑H
Headquarters, CSREES, USDA, conducted the
blind peer review.
The full paper is available here.
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