This is a brief literature review examining the theory and practice of Community-Based Participatory Research (CBPR). It highlights CBPR's liberatory intent, and focuses on CBPR practice in indigenous communities and among youth.
In this study, we examined how two different CCS models, a contributory design and a co-created design, influenced science self-efficacy and science interest among youth CCS participants.
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TEAM MEMBERS:
Sarah ClementKatie SpellmanLaura OxtobyKelly KealyKarin BodonyElena SparrowChristopher Arp
The project team published a research synopsis article with Futurum Science Careers in Feb 2023 called “How Can Place Attachment Improve Scientific Literacy?”
Environmental educators have used guided-inquiry in natural and supportive learning environments for decades, but comparatively little programming and research has focused on experiences in urban environments, including in constructed ecosystems like green roofs, or impacts on older youth and adults. To address this gap, we designed a tiered, near-peer research mentoring program called Project TRUE (Teens Researching Urban Ecology) and used a mixed-methods approach to evaluate impacts on undergraduates serving as research mentors. During the 11-week program, undergraduates conducted
Science fairs offer potential opportunities for students to learn first-hand about the practices of science. Over the past six years we have been carrying out voluntary and anonymous surveys with regional and national groups of high school and post high school students to learn about their high school science fair experiences regarding help received, obstacles encountered, and opinions about the value and impact of science fair. Understanding what students think about science fairs will help educators make science fairs more effective learning opportunities. In this paper, we focus on the