A Conceptual Process Model for Improving Youth Science Comprehension

Authors

Peter Skelton, New Mexico State UniversityFollow
Brenda Seevers, New Mexico State UniversityFollow
Tom Dormody, New Mexico State UniversityFollow
Frank Hodnett, New Mexcio State UniversityFollow

Volume

50

Issue

3

DOI

10.34068/joe.50.03.47

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.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Recommended Citation

Skelton, P., Seevers, B., Dormody, T., & Hodnett, F. (2012). A Conceptual Process Model for Improving Youth Science Comprehension. The Journal of Extension, 50(3), Article 47. https://doi.org/10.34068/joe.50.03.47