Exploring the Zooniverse: Using Wildlife Camera Citizen Science Projects to Engage Students in Academic Language Acquisition

Autor/inn/en	Huffling, Lacey; Scott, Heather; Weeks, Melissa; Johnson, Hayward; Gantt, Britt; Collins, Regina
Titel	Exploring the Zooniverse: Using Wildlife Camera Citizen Science Projects to Engage Students in Academic Language Acquisition
Quelle	In: Science Teacher, 88 (2021) 5, S.43-51 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Instruction; Teaching Methods; Animals; Academic Language; Wildlife; Learning Experience; Learner Engagement; Learning Activities; Visual Aids; Syntax; Lesson Plans; Web Sites; Photography; Graphs; Tables (Data); Check Lists; High School Students + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Animal; Tier; Tiere; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Lernerfahrung; Lernaktivität; Anschauungsmaterial; Lesson planning; Unterrichtsplanung; Web-Design; Fotografie; Grafische Darstellung; Tabelle; Checkliste; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The lesson set in this article describes an introductory learning experience using wildlife camera-based citizen science projects hosted on Zooniverse (http://www.zooniverse.org). Wildlife camera projects were chosen due to the charisma of the study organisms, student engagement while looking at images, ease of access to projects, ease of teaching data collection protocols, and the overarching concepts of stability and change. Activities were structured to engage students in the scientific practices of analyzing and interpreting data and constructing an explanation through the creation of a scientific poster. The goal of the lesson was to engage students in academic language acquisition using discourse (development of narrative on scientific poster) and syntax (data representation on scientific poster). Following the lesson, the authors reflect that one of the things they noticed, as educators, is that this material was accessible for all students, and all students were engaged in the data collection and analysis process. The partner work and photographs gave students common ground to discuss other facts they knew about the animals or about local animals that were similar to those in the photograph. Compared to previous writing attempts, students were also more successful in using both discourse and syntax in a robust manner. All groups completed the poster (discourse) and had accurate data tables and graphs (syntax). Even with the limited discussions some students provided, students have reported that they have engaged their friends and/or families in projects on Zooniverse. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01