THE ROLE OF FREQUENCY, DURATION, AND INTENSITY IN NONFORMAL SCIENCE PROGRAMMING Martin Smith and Katherine Heck University of California, Davis

Background  There is a need for improved science literacy among youth (and adults) in the U.S.  Understanding science is critical for 21 st century careers and for daily life  Science achievement scores stagnant or declining for many years

Nonformal science education  Nonformal science education programs are an important strategy to supplement school-based science education  Many opportunities exist to learn science in out of school settings (4-H or other youth programs, museums, camps, etc.)

4-H’s role in science education  4-H has an extensive history in providing youth with nonformal science education opportunities  2007: National 4-H Science Initiative  Goals: strengthen science programming, expand enrollment, and improve youth science literacy

How much programming is necessary to impact youth science outcomes?  Some of the most commonly measured science program outcomes:  Interest or engagement in a science program (short term)  Attitudes toward science overall (longer term)  Content knowledge around science  Behavior (e.g., sustainable environmental practices)  Science process skills (Science Abilities)

50 hours?  Original recommendation of the 4-H Science Initiative: 50 hours of programming  Research on outcomes associated with varying levels of programming is sparse  50-hour recommendation was dropped; current recommendation is program planners should consider whether youth are receiving adequate programming to achieve program goals  No guidelines exist on how much is needed to achieve those goals

Dosage  Little is known about how the structure of program delivery, a.k.a. program “dosage”, impacts program gains for participants.  Dosage includes 3 components: frequency, duration, and intensity  Evaluation results on the impact of these components are mixed

Frequency  Frequency = How often programs meet  More frequent contact associated with positive outcomes in mentoring programs  More frequent meetings in civic engagement programs predict positive civic behavior  Frequency not related to outcomes in obesity prevention programs  After school program frequency appears to have a “diminishing returns” effect

Duration  Duration = How long the program runs (e.g. 10 weeks)  Program duration associated with success in some youth development program evaluations  Longer duration has been associated with positive outcomes in mentoring programs  Duration was not associated with effectiveness in substance abuse prevention programs

Intensity  Impact of intensity of programming is unclear  Intensity has been measured in various ways  Frequency x duration (how much programming within a given time span)  Intensity may be defined to relate to youth engagement; how youth experience the program  Intensity may be measured from the program standpoint; the level of complexity of the intervention and its level of attunement to individual needs – effectively, “effort” on the part of the program

In conclusion…  There is no clear research basis to recommend any particular combination of frequency, duration, or intensity of programming to ensure specific levels of youth outcomes in nonformal science programming  Information is needed to develop nonformal science programs that can most efficiently and effectively impact youth science literacy

Proposed project  Collect and analyze data on differing levels of frequency and duration of science programming in 4-H clubs and after-school settings  Use results to develop guidelines to strengthen existing programs and plan future programs most effectively

Contacts  Martin H. Smith, Ed.D.  Katherine E. Heck