Abstract
Science, technology, engineering and math (STEM) skills have become essential for today’s youth. STEM-literate individuals are a necessity to fill the ever-growing STEM employment pipeline. Employers are expecting applicants with STEM skills. 4-H programs across the nation have recognized the importance of educating STEM-minded youth. As STEM programs become more prevalent within 4-H, it is essential to address challenges Extension educators and 4-H volunteers face when teaching STEM curriculum. In this study the Delphi technique was utilized to collect the opinions of a geographically dispersed group of 4-H Extension educators and volunteers. Each group served on a separate panel and were asked the question, “What challenges do you face when teaching STEM curriculum?” After three rounds of study, both the educator and volunteer panels identified 2 challenges faced when teaching STEM curriculum. Through identification of these challenges, Oklahoma state 4-H staff can better address the professional development needs of educators and volunteers within the organization, and support the desired scientific literacy outcomes of 4-H youth.
Highlights
BackgroundScientific literacy is essential for youth success in the 21st century (National Science Board, 2018)
Little research exists on preparation of educators and volunteers to teach science curricula; it is imperative to identify these challenges to improve scientific literacy of youth (Smith & Schmitt-McQuitty, 2013)
These agencies and organizations recognize the importance of STEM education and are striving to create a scientifically literate society and provide youth with the knowledge and skills needed to succeed in 21st century life (4-H National Headquarters, 2011; Rice et al, 2016)
Summary
BackgroundScientific literacy is essential for youth success in the 21st century (National Science Board, 2018). The need for STEM education is being addressed by government agencies, private entities, school systems, and non-formal educational settings, such as 4-H (Cafarella et al, 2017; National Academy of Science, 1996; Shafer, 2015; Turnbull et al, 2013; The White House, 2017). These agencies and organizations recognize the importance of STEM education and are striving to create a scientifically literate society and provide youth with the knowledge and skills needed to succeed in 21st century life (4-H National Headquarters, 2011; Rice et al, 2016). Non-formal education organizations are providing additional avenues to expand this knowledge and peak science interest (Kahler & Valentine, 2011; Kisiel, 2006)
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