Learning Through Citizen Science Enhancing Opportunities by Design (2018) / Chapter Skim
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5 Citizen Science as an Opportunity for Science Learning
5 Citizen Science as an Opportunity for Science Learning
Pages 103-124
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From page 103... ...
As mentioned in Chapter 4 and illustrated here, learning outcomes in citizen science are intertwined: learning related to one outcome can reinforce, build on, or set the stage for learning related to other outcomes. Application of a single practice or strategy in citizen science may advance learning across several outcomes; and a single learning outcome may be advanced through the interplay of several elements of citizen science.
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From page 104... ...
PROXIMAL LEARNING OUTCOMES IN CITIZEN SCIENCE LEARNING In the following sections, we will discuss science learning outcomes that are proximal to citizen science; that is, outcomes that are relatively easy to achieve through participation in a citizen science project. In each section, we will discuss how these outcomes manifest in existing citizen science projects, and unpack how specific project activities support participants' development in each outcome.
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From page 105... ...
Though these constructs may act similarly when serving as mediators in the learning process, fostering interest and motivation as learning outcomes through participation in science is very different from cultivating identity. For this reason, we turn to the outcome of identity later in this chapter, as the committee views identity development as more distal to the work of citizen science.
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From page 106... ...
might influence learning outcomes. The resources and structure available in a formal education setting may positively support the development of motivation and interest, but negative consequences associated with lack of participation or "incorrect" participation could also have deleterious impacts on participant motivation.
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From page 107... ...
. Another project where citizens learn how to collect data to answer research questions is the West Oakland Environmental Indicators Project (WOEIP, 2018)
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From page 108... ...
. For example, teachers and students needed assistance developing skills to create and interpret graphs of data from the project, and the learning outcomes specified in state educational standards did not mesh with the research questions of interest to the scientists.
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From page 109... ...
In order to conduct these activities, participants require sufficient relevant disciplinary content knowledge. In the examples below, we identify how projects supported the development of relevant disciplinary content knowledge.
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From page 110... ...
With extended experience, Foldit players fine-tune their three-dimensional spatial reasoning skills and their problem-solving strategies to the particular requirements of this domain and the entities they encounter in it. Summary It is clear from these examples that sophisticated learning occurs in citizen science projects.
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From page 111... ...
As such, learning outcomes involving conceptual change and development may be easier to achieve in formal educational settings because of the opportunities for more extensive and sustained support for learning. Designers should not be surprised if participants bring intuitive or naïve knowledge that is not consistent with scientific explanations of the natural world.
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From page 112... ...
In this program, two school districts present science teachers with the option of participating in a variety of citizen science projects for students in grades 3–5 and grades 6–8. To support science learning, curriculum is developed by a team of lead teachers: Curriculum development experts who generate structured templates, curriculum maps, and cross-curricular lesson planners.
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From page 113... ...
Because some citizen science activities can be productively sustained over longer periods of time (which is important when the goals of science learning involve conceptual change and development) , it can be leveraged in support of gradual processes requiring extended learning opportunities.
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From page 114... ...
It is important to recognize that individuals first need to be made aware of opportunities to engage in science, including citizen science projects. To this end, SciStarter embeds its project database on the Websites of partners including the National Science Teachers Association, PBS, Discover magazine, libraries, museums, and more (SciStarter, 2018)
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From page 115... ...
These strategies and others are highlighted in the following chapter on designing citizen science experiences to support science learning.
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From page 116... ...
A small number of research and evaluation studies of citizen science projects have attempted to measure whether participants show gains in their understanding of the nature of science and their ability to engage in various aspects of scientific reasoning (see Strands 3 and 4 and the scientific practices described in Chapter 3)
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From page 117... ...
Going a step further, there is strong body of research on the learning outcomes from actively engaging in scientific reasoning activities, such as in hypothesis formulation and testing; research design; data modeling and interpretation; and the development, critique, and communication of evidence-based arguments. Opportunities to do this are available in some citizen science projects -- typically those in which nonscientist participants have had significant collaborative roles and have participated in shared decision making in creating or implementing projects and activities (Bonney et al., 2009)
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From page 118... ...
The committee noted that key aspects of citizen science activities -- namely their connection to scientific or community questions -- provide potential inputs for learning and development of scientific reasoning. Active science problems or
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From page 119... ...
Summary The examples listed above offer insight into how learning outcomes that might be more distal to citizen science are, in fact, possible to achieve through participation in citizen science projects with proper supports. Because structured learning settings such as K–12 classrooms and afterschool programs may have access to specific resources (sustained meeting times, educators with experience supporting science learning, access to tools and resources, etc.)
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From page 120... ...
In order to do this work, we rely on our discussion of the common and divergent elements of citizen science described in Chapter 2 to frame an analysis of how project designers may leverage specific design choices in pursuit of particular learning outcomes. Using the cases highlighted above as concrete examples of the kinds of learning in citizen science, we are now poised to offer guidance to project designers, educators, and others interested in learning about how to support science learning.
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From page 121... ...
. From things to processes: A theory of conceptual change for learning science concepts.
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From page 122... ...
. Learning environments at the margin: Case studies of disen franchised youth doing science in an aquarium and an after-school program.
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From page 123... ...
WOEIP. West Oakland Environmental Indicators Project.
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