Bringing dinosaur science to the junior girl scouts through a college service-learning project

Laura A. Guertin, Edna T. Cao, Karen A. Craig, Alice E. George, Shana T. Goldson, Shanon P. Makatche, Brett T. Radusevich, Charles W. Sandor, Anya T. Takos, Ryan Tuller, James K. Williams, Michael A. Williams

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

Undergraduate students in an introductory-level geoscience course successfully designed and conducted a science badge day for the Junior Girl Scouts. With national concerns that girls turn away from science at a young age, a service-learning project was incorporated into a college course with the end result providing a group of girls a positive and fun science-learning experience. A number of science and technology badges exist for the Girl Scouts, yet not many of these badges have been completed because of a lack of confidence the troop leaders have in teaching science and a paucity of scheduled science events for the leaders to take their girls. Junior Girl Scout troops were invited to the Pennsylvania State University Delaware County campus to complete a series of hands-on dinosaur science activities that allowed them to earn the Science in Everyday Life badge. At the conclusion of the badge event, the girls reported a greater interest in science, a desire to learn more science, and a desire to complete additional science-related Girl Scout badges.

Original languageEnglish (US)
Pages (from-to)523-531
Number of pages9
JournalJournal of Science Education and Technology
Volume13
Issue number4
DOIs
StatePublished - Dec 1 2004

All Science Journal Classification (ASJC) codes

  • Education
  • Engineering(all)

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    Guertin, L. A., Cao, E. T., Craig, K. A., George, A. E., Goldson, S. T., Makatche, S. P., Radusevich, B. T., Sandor, C. W., Takos, A. T., Tuller, R., Williams, J. K., & Williams, M. A. (2004). Bringing dinosaur science to the junior girl scouts through a college service-learning project. Journal of Science Education and Technology, 13(4), 523-531. https://doi.org/10.1007/s10956-004-1472-0