Learning by Doing: A Multi-Level Analysis of the Impact of Citizen Science Education

Autor/inn/en	Zhang, Elizabeth Y.; Hundley, Calista; Watson, Zachary; Farah, Fariya; Bunnell, Sarah; Kristensen, Thea
Titel	Learning by Doing: A Multi-Level Analysis of the Impact of Citizen Science Education
Quelle	In: Science Education, 107 (2023) 5, S.1324-1351 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Elizabeth Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21810
Schlagwörter	Citizen Participation; Science Education; Scientific Research; Undergraduate Students; Curriculum Design; Science Curriculum; Science Instruction; Elementary School Students; Secondary School Students; Learner Engagement + Suchen Sie Ihr Suchwort? 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Naturwissenschaftliche Bildung; Lehrplangestaltung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler
Abstract	Science education that fosters scientific competency and engagement prepares students to become informed civic participants in modern society. Teaching strategies that encourage scientific engagement are especially important in rural settings, as these students are less likely to pursue scientific careers or use science in their everyday lives. To this aim, we implemented a citizen science approach in science education, an approach that enables K-12 grade students to participate in locally relevant and authentic scientific research, in suburban and rural 5th and 9th--12th grade classrooms. While most citizen science education initiatives are led by experienced scientists, we recognized the additional level of learning that may arise from positioning undergraduate students as curricular designers of the citizen science classroom activities and partners for the classroom teachers. This study evaluates perceived changes in science engagement, science identity, and science competency that emerged as a result of participating in this citizen science initiative, both for the 5th and 9th-12th school students and the undergraduate instructors. Classroom teachers reported that students demonstrated an increased level of engagement with and excitement about science. The undergraduate instructors reported a renewed sense of confidence in their science abilities and a deepened sense of place in the science community. Finally, the educators involved in this project, both classroom K-12 teachers and undergraduate higher education educators, observed the benefits of this model for connecting students at different points in their science learning journeys. In our discussion, we articulate the benefits and challenges of implementing a multilevel approach to citizen science education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01