Learning Through Citizen Science Enhancing Opportunities by Design (2018) / Chapter Skim
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Citizen science and research on science learning are mutually beneficial. Citizen science has much to learn from modern understandings of science learning and in order to support science learning through citizen science, it is critical that invested parties consider science learning in all its complexity.
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The 12-member expert Committee on Designing Citizen Science to Support Science Learning included individuals with expertise in citizen science programming, research and evaluation of citizen science projects, the learning sciences, K–12 science education, informal science education, and afterschool or extended school science programming. The committee was asked to address the following statement of task: An ad hoc committee of experts will be appointed to conduct a study on how citizen science projects can be designed to better support science learning.
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Science learning inherits all of the complexity of learning, and applies them to understanding how people interact with the methods, processes, norms, and epistemologies of science. Modern understandings of science learning consider a range of learning outcomes that includes developing interest and identity as well as understanding scientific knowledge and engaging in the practices of science.
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Viewing these characteristics in concert with one another, the committee used theories of science learning to investigate how citizen science can be designed to bring about specific science learning outcomes even though there are relatively few studies of learning specifically focused on citizen science. Theories of learning make it clear that educational context and intent influence the kinds of learning outcomes that are achievable.
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Third, leaders and developers of citizen science projects interested in supporting science learning need to allow for iteration of the design. Rather than produce a full-fledged product based on a one-time interaction with stakeholders, it is more effective to produce a first cut or prototype and then engage with stakeholders in multiple cycles of feedback and refinement.
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But where science learning is an expressed goal of participation, addressing these issues is essential: there is clear and ample evidence that diverse, equitable and inclusive program design advances learning for all participants. And, because participant learning outcomes support other project outcomes, this work can actually make it easier to achieve other project goals.
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CONCLUSION 5: There is evidence that citizen science projects can contribute to specific learning outcomes in particular contexts and for some learners. CONCLUSION 6: Citizen science supports learning outcomes related to scientific practices, content, identity, agency, data, and reasoning.
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Citizen science projects that welcome and respond to participants' motivations and interests are more likely to maximize participant learning. CONCLUSION 8: Research on learning science in other contexts pro vides insight into some fundamental principles that can advance science learning through citizen science.
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RECOMMENDATION 1: Given the potential of citizen science to engage traditionally underrepresented and underserved individuals and communities, the committee recommends that designers, researchers, participants, and other stakeholders in citizen science carefully consider and address issues of equity and power throughout all phases of project design and implementation. RECOMMENDATION 2: In order to maximize learning outcomes through participation in citizen science, the committee recommends that citizen science projects leverage partnerships among scientists, education researchers, and other individuals with expertise in education and designing for learning.
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RECOMMENDATION 7: The committee recommends the citizen sci ence community collaborate to develop shared tools and platforms that they can share to support science learning across a large number of citizen science projects. REFERENCE National Academies of Sciences, Engineering, and Medicine.
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