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framework gave students the ability, individually and collectively, to reason morally
and ethically about a course of action needed on a practical family problem. Then
students shared this plan of action when they presented their final family policy
brief to their peers, as well as to a panel of community professionals, for additional
feedback and questions.

A Panel of Community Professionals
The fourth critical science-focused instructional strategy included inviting a
panel of community professionals who had experience in dealing with the family
issues students were presenting in their policy briefs. Having a panel of community
professionals to listen to students’ family policy brief presentations served several
important purposes:
• Provided real-world feedback: Community professionals have direct
experience and expertise in the issues affecting families in the local community.
By listening to the students’ policy brief presentations, they could provide valuable
feedback on the proposed plan of action, offer suggestions for improvement, and
highlight potential challenges or unintended consequences.
• Enhanced the credibility of the presentations: Having a panel of community
professionals added credibility to students’ presentations. The community
professionals’ presence signaled that students’ work was being taken seriously and
that their policy briefs would be considered with a high level of scrutiny.
• Facilitated community engagement: Involving community professionals in
the presentation process helped to foster community engagement and participation.
It also empowered students to take action in resolving their family problems with
the solution(s) they proposed in their policy briefs due to the encouraging feedback
they received from these community professionals.
• Promoted learning: Presenting to a panel of community professionals helped
students enhance their critical thinking skills and refine their policy analysis and
presentation skills. It also exposed them to different perspectives and viewpoints,
which could broaden their understanding of family policy issues and enhance their
learning experience.
Overall, having a panel of community professionals listen to students’ family
policy brief presentations can help build students’ self-confidence and motivate
them to take social action on family issues. Additionally, this exposure can help
students better understand the complexity of family policy issues and appreciate the
importance of considering multiple perspectives when developing policy solutions.
Furthermore, by interacting with community professionals, students can build
networks and relationships that can be valuable resources for them as they continue
to take social action on family issues in the
future.
...This framework assisted Methodology

students in developing a plan of This study employed the qualitative

action based on clear evidence as action research methodology because it
helped this researcher gather in-depth data
justification for the plan. on the effectiveness of the implementation of
the four critical science-focused instructional
strategies—which could not easily be
quantified. This methodology also enabled

42 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators