Citizen science has made substantive contributions to science for hundreds of years. More recently, it has contributed to many articles in peer-reviewed scientific journals and has influenced natural resource management and environmental protection decisions and policies across the nation. Over the last 10 years, citizen science—participation by the public in a scientific project—has seen explosive growth in the United States and many other countries, particularly in ecology, the environmental sciences, and related fields of inquiry. The goal of this report is to help government agencies and
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. This project will develop and study a cyber-enhanced informal learning environment to improve observational practices and classification skills among citizen scientists. The project will focus on the taxonomic identification skills needed by volunteers to provide high-quality data for water quality monitoring of local streams, lakes, estuaries, wetlands, and ground water resources. To make the task of identifying freshwater insects easier and more engaging, the project will develop an innovative educational resource, the Macroinvertebrate Identification Training Environment, that will use zoomable high-resolution images, interactive media, and annotations of diagnostic features to improve perceptual skills. The goal is to increase the confidence and accuracy of volunteers engaged in identification tasks, while also increasing the reliability and quality of the data they are generating for purposes of scientific research and conservation efforts. This interdisciplinary design research and development project will use networked gigapixel image technology to create a visual environment where users can move seamlessly from full panoramic views of macroinvertebrates to extreme close-ups, with embedded text, images, graphics, audio, and video at various locations and zoom levels. This system will be developed in concert with a cognitive apprenticeship training model designed through a series of design studies. The design studies will be conducted over a two-year period and will include examination of the distinguishing features of various biomonitoring programs, reviews of existing training materials and strategies, expert performance analysis of professional entomologists, and development of user interface features. Project developers will collaborate with five regional volunteer biomonitoring organizations to engage a diverse set of volunteers in the design process, including rural populations, older adults, urban youth, and the trainers who support them. The project work will consist of four integrated strands of activity: design-based learning research, creation of an entomological teaching collection, cyberplatform development, and the external evaluation of the training system. The resulting Macroinvertebrate Identification Training Environment will be evaluated in terms of its impacts on volunteer accuracy, confidence, and engagement in taxonomic classification activities related to macroinvertebrates. The impacts of the learning system on trainers and volunteer biomonitoring organizations will also be examined.
This project brings real scientific research into the public domain by establishing a research laboratory in a museum setting where visitors not only enroll in the study, they help shape it through their work as citizen scientists. Findings from the study will increase the public understanding of how genetic research translates into meaningful personal information that can be used to better understand personal health risks and opportunities. In a community-based participatory research laboratory, school-aged children and their families will participate in an authentic research project on the genetics of taste. In a series of simple but highly specific taste tests, participants will learn which gene variations they possess and how these variations influence how they taste foods. Taste function has been increasingly linked to human health, in that variability in taste sensation correlates with, and may in part be causal for, major health problems, including cardiovascular disease and obesity. Interactive exhibit components will inform participants about the scientific process, the principles of genetics, the human genome project and genetic variation. Teaching the public about their genetic profile and its influence on taste may have a positive impact on major health threats such as cardiovascular disease and obesity. The data collected from museum visitors who choose to enroll in the study will be sent to the museum's academic partners for further analysis and inclusion in their ongoing research analysis and publications. This laboratory experience not only engages and educates the public, but also advances the research enterprise and offers a vivid model for how to translate research into the public domain.
Understanding a community's concerns and informational needs is crucial to conducting and improving environmental health research and literacy initiatives. We hypothesized that analysis of community inquiries over time at a legacy mining site would be an effective method for assessing environmental health literacy efforts and determining whether community concerns were thoroughly addressed. Through a qualitative analysis, we determined community concerns at the time of being listed as a Superfund site. We analyzed how community concerns changed from this starting point over the subsequent
A research project that is only expert-driven may ignore the role of local knowledge in research, often gives low priority to the development of a comprehensive communication strategy to engage the community, and may not deliver the results of the study to the community in an effective way. Objective: To demonstrate how a research program can respond to a community research need, establish a community-academic partnership, and build a co-created citizen science program. Methods: A place-based, community-driven project was designed where academics and community members maintained a reciprocal
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Univeristy of Wisconsin- StoutMonica Ramirez-AndreottaMark BrusseauJanick ArtiolaRaina MaierA Jay Gandolfi
The final evaluation report for the Citizen Sky project highlights evaluative findings from three workshops, several live online events, participant interviews, and analysis of activity and project contributions through the citizensky.org website. Appendix includes survey questions.
This paper was commissioned by the National Research Council Board on Science Education Division of Behavioral and Social Sciences and Education (DBASSE) as part of a consensus study on Successful Out-of-School STEM Learning. It explores the role of citizen science in youth STEM education, providing examples of projects developed by the Cornell Lab of Ornithology.
In 2010 the Royal Society journal Biology Letters published an article, ‘Blackawton bees’, which caused something of a sensation: the findings, on bees’ foraging patterns, were original, but the true originality lay in the fact the experiments were in part devised, and the paper written, by a group of 8- to 10-year-old children at Blackawton Primary School in Devon (Blackawton et al., 2011).[1] The article attracted considerable media attention, troubling, as it did, the boundaries of professional science, and distinctions between scientific practice and education, not to mention the
This article describes a series of demonstration projects that use multiscalar gigapixel image technology to iteratively design, test, and study how visitors learn to observe more scientifically in museums, online, and through museum-based programming. We consider how the particular affordances of systems like these can move science communication and learning from didactic approaches centered on one-way communication toward technology platforms that encourage shared observation, dialogue, and engagement.
This project will identify opportunities and strategies to support the integration of citizen science into science, technology, engineering, and math (STEM) education. Public participation in scientific research is growing rapidly. It is resulting in important scientific insights and is engaging the public in authentic scientific experiences. However, citizen science has yet to achieve its full potential for improving STEM learning by enabling learners' full participation in the practices of science in the process of leading to scientific insight. This workshop will bring together researchers and practitioners from across disciplines to identify citizen science projects that are also exemplary models for learning by the public. Workshop participants will generate ideas and potential solutions to overcome barriers to implementing citizen science to improve learning outcomes in schools, museums, parks, and other learning environments with diverse audiences. Consistent with the aims of the Advancing Informal Science Learning program of the Division of Research on Learning, this workshop will advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments and pave the way to broaden access to and engagement in STEM learning experiences for underrepresented audiences. This two-day workshop will be held in San Jose, California on February 11th and 12th, 2015, as a component of the Citizen Science 2015 Conference. It will be led by the Citizen Science Association Education Working Group. The goal of the workshop is to facilitate growth, innovation, and improved outcomes in the use of citizen science in STEM education for diverse, informal audiences. The workshop will result in (1) interdisciplinary discussions and sharing of perspectives, best practices, and innovations among leading researchers, educators, and citizen science practitioners; (2) a framework for bridging citizen science and STEM education communities and effectively implementing citizen science in a variety of learning environments; and (3) a draft research, resource development, and action agenda to advance the use of citizen science for STEM learning. The workshop will help to establish a global community of practice invested in improving STEM learning outcomes through citizen science in informal learning environments.
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Mark BerrySarah KirnAbraham Miller-RushingMeg Dormroese
This report summarizes evaluative findings from a project titled “What Curiosity Sounds Like: Discovering, Challenging, and Sharing Scientific Ideas” (a.k.a.: “Discovery Dialogues”). The project, a Full-Scale development project funded by the National Science Foundation as part of its Advancing Informal Science Learning (AISL) program, explored new ways to actively engage both lay and professional audiences, and foster meaningful communication between scientists and the general public. Appendix includes survey and interview questions.
NOVA Labs (www.pbs.org/nova/labs) is a web-based platform designed to engage teens and educators with authentic data, scientific games, tools, and opportunities to communicate with and assist working scientists. The present study sought to investigate the outcomes achieved by users of the fourth NOVA Labs platform developed: RNA Lab. The RNA Lab includes several key components of the previous labs (e.g., videos, educator guides, etc.). The major difference is that the RNA Lab “research challenge” is a game component. The NOVA Education team's overarching goals for teens using the Lab focused