4-H Sustainable Polymers curriculum strengthens youth scientific literacy

Plastics are integral to modern life, but their production, use, and disposal also create significant environmental and social challenges, making scientific literacy about plastics important for informed civic and personal decision making. We examined how the grade 9-12 4-H Sustainable Polymers curriculum supported youth scientific literacy in two California school settings led by 4-H educators. Using a multiple case study design, we analyzed post-program focus group data from 13 high school youth with a framework that defined scientific literacy across four dimensions: science content, scientific reasoning skills, interest and attitudes, and contribution through applied participation. Youth described learning core ideas about plastics, including material properties, life cycles, and environmental impacts. They also reported using evidence through graphs, observations, research, and discussion to interpret plastics-related issues. Hands-on, materials-based activities were described as especially engaging, and youth connected what they learned to possible actions ranging from reducing personal plastic use to supporting community, producer, and policy responses. These findings suggest that experiential, place-based environmental science education can support youth scientific literacy when learning is tied to meaningful everyday issues.