The National Academies Press

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1 Introduction
Pages 11-26

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From page 11... ... When asked about their experiences in citizen science, enthusiastic participants often celebrate that engagement. In conducting the study that would lead to this report, the National Academies of Sciences, Engineering, and Medicine's Committee on Designing Citizen Science to Support Science Learning heard from a number of experts whose experiences offer vivid insight into the potential of citizen science to bring all kinds of people into the community and practice of science. Read the entire page →
From page 12... ... The committee will identify and describe existing citizen science projects that seek to support science learning, consider research on science learning in both formal and informal settings, and develop a set of evidence-based principles to guide the design of citizen science projects that have science learning as a goal. The committee's final report will discuss the potential of citizen science to support science learning, identify promising practices and programs that exemplify the promising practices, and lay out a research agenda that can fill gaps in the current understanding of how citizen science can support science learning and enhance science education. Read the entire page →
From page 13... ... First, we embarked on a definitional exercise intended to help us calibrate our understanding of citizen science. We then attempted to arrive at consensus on our understanding of science learning, before turning to an investigation of what kinds of citizen science experiences support learning. Read the entire page →
From page 14... ... The committee interpreted science learning broadly, and elected to consider a range of learning outcomes. The committee found it helpful to think in terms of the learning strands identified in Learning Science in Informal Environments (National Research Council, 2009) Read the entire page →
From page 15... ... Though science learning can certainly happen as an unintended by roduct of participation in citizen science, the committee elected to focus p its attention on the kinds of citizen science experiences where achieving science learning outcomes is an expressed goal of participation. Though "by-product of participation" learning outcomes are valuable, the com Read the entire page →
From page 16... ... Parsing these types of science learning experiences allowed the committee to be specific about both why and how science learning is likely to occur from citizen science activities -- a task that is a necessary prerequisite to identifying project design considerations. 1 SciStarter is a Web platform for individuals looking to "find, join, and contribute to science." For more information, see http://www.scistarter.com [October 2018] Read the entire page →
From page 17... ... Similarly, literature on volunteerism was useful for understanding some of the aspects of science learning related to identity motivation and persistence in citizen science. For developing guidance on the design of citizen science projects to support learning outcomes, the committee delved deeply into literature on design, with a particular focus on design theory applied to designing for learning. Read the entire page →
From page 18... ... Equity, diversity, and inclusion are distinct but interrelated concepts. In order to effectively meet the learning demands of citizen science participants, people who participate in project design and implementation need to attend to all three concepts effectively. Read the entire page →
From page 19... ... But where science learning is an expressed goal of participation, the committee believes that addressing these issues is essential. Advancing Science and Advancing Learning The goals of citizen science often include a mix of goals around advancing science and goals around serving participants. Read the entire page →
From page 20... ... This, in itself, is one way that advancing learning and advancing science are compatible: More science learning by participants has the potential to improve their contribution to the project and potentially enhance the chance of the discovery and scientific advancement in the project. Citizen science has the ability to spark new science questions or launch new investigations, and balancing participant learning goals with the scientific goals of the project provides an additional venue for interactions that can bring participants' ideas to the surface. Read the entire page →
From page 21... ... used citizen science data from butterfly monitoring projects across Europe to document a northward shift in population centers associated with warming temperatures. Cooper, Shirk, and Zuckerberg (2014) Read the entire page →
From page 22... ... Participants also discussed how citizen science might be uniquely able to advance certain aspects of science learning or address certain concepts, particularly data literacy and uncertainty. Attendees also highlighted that citizen science offers opportunities for multi generational learning, self-directed learning, and multiple touch-points through time, and urged the committee to consider how these factors enhance learning outcomes from citizen science. Read the entire page →
From page 23... ... Citizen science literature, while still a nascent field, offered invaluable insight into the specific issues one must consider when planning for citizen science programming. A growing body of research on learning in the context of citizen science helped us understand which learning outcomes were proximal to citizen science participation and which kinds of learning outcomes required more supports. Read the entire page →
From page 24... ... The committee performed an ad hoc analysis of 28 citizen science projects to review their claims and efforts related to science learning outcomes, which we have included in Appendix C Appendix D contains biographical sketches of committee members and staff. Read the entire page →
From page 25... ... . Global change and local solutions: Tapping the unrealized potential of citizen science for biodiversity research. Read the entire page →

From page 11...

... When asked about their experiences in citizen science, enthusiastic participants often celebrate that engagement. In conducting the study that would lead to this report, the National Academies of Sciences, Engineering, and Medicine's Committee on Designing Citizen Science to Support Science Learning heard from a number of experts whose experiences offer vivid insight into the potential of citizen science to bring all kinds of people into the community and practice of science.

1 Introduction Pages 11-26

1 Introduction
Pages 11-26