Designer Considerations and Processes in Developing School-Based Citizen-Science Curricula for Environmental Education

Autor/inn/en	Bopardikar, Anushree; Bernstein, Debra; McKenney, Susan
Titel	Designer Considerations and Processes in Developing School-Based Citizen-Science Curricula for Environmental Education
Quelle	In: Journal of Biological Education, 57 (2023) 3, S.592-617 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bopardikar, Anushree) ORCID (Bernstein, Debra) ORCID (McKenney, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1933134
Schlagwörter	Science Instruction; Teaching Methods; Curriculum Development; Instructional Design; Science Curriculum; Middle School Students; Climate; Environmental Education; Teacher Attitudes; Curriculum Evaluation; Science Activities; Case Studies; Citizen Participation; Educational Objectives + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerverhalten; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Case study; Fallstudie; Case Study; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	School-based citizen-science can be a powerful means to engage youth in environmental education, yet developing robust science curricula around citizen-science activities is tremendously challenging. Prior research provides limited examples and very little guidance for curriculum designers. To support the designers of school-based citizen-science curricula, this research article presents a participant-observation case study of designer thinking and processes in creating and integrating in-class curriculum with citizen-science fieldwork. Interviews, observations, and documents of designer work aimed at supporting middle school students' learning of climate change were analysed to gain insight into designer thinking, challenges, and resolutions. Findings indicate how designer work evolved through various measures, including appraisal by external advisors, inspiring examples, surveys of teachers' implementations, and written pre-post assessments of student learning throughout the phases of analysis, development, and evaluation of the curriculum. Four key considerations for designing school-based citizen-science curricula emerged from the data: creating the learning environment around the fieldwork; tackling concerns about data quality and utility; making scientist-designed fieldwork engaging to students; and balancing scientific and educational goals. These considerations are discussed in light of relevant literature, and educational implications for design and research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01