Abstract
The mixed methods randomized experimental study assessed a model of engagement and education that examined the contribution of SciGirls multimedia to fifth grade girls’ experience of citizen science. The treatment group (n = 49) experienced 2 hours of SciGirls videos and games at home followed by a 2.5 hour FrogWatch USA citizen science session. The control group (n = 49) experienced the citizen science session without prior exposure to SciGirls. Data from post surveys and interviews revealed that treatment girls, compared to control girls, demonstrated significantly greater interest in their FrogWatch USA session and significantly greater learning about the unique features of the practice of citizen science. Both treatment and control groups were moderately interested in finding out more about other citizen science projects and somewhat likely to look for another citizen science project to do in the future. Both groups displayed equal and high self-efficacy ratings with respect to their FrogWatch USA session and future citizen science projects. Within the treatment group, prior exposure to SciGirls multimedia produced a significantly stronger impact on minority girls than non-minority girls for interest and self-efficacy in citizen science. Treatment girls felt that SciGirls multimedia showed them the process and practice of citizen science, demonstrated the fun of citizen science, and presented peers with whom they could identify. Incorporating multimedia is recommended as an effective method for influencing girls’ citizen science interest, self-efficacy and learning.
Highlights
During the previous three decades the citizen science field has grown exponentially, with more than 1,000 projects featured on the aggregator website Scistarter.com
The hypothesis was supported that the SciGirls multimedia experience would trigger higher interest in the FrogWatch USA session for the treatment group compared to the control group
For the treatment group, interest activated by prior exposure to SciGirls multimedia was moderately and significantly associated with interest in the subsequent FrogWatch USA session, as revealed by the correlation between Frog Activity Interest ratings and SciGirls Activity Interest ratings, rs(47) = .58, p
Summary
During the previous three decades the citizen science field has grown exponentially, with more than 1,000 projects featured on the aggregator website Scistarter.com. Different models of citizen science have been described based on depth of public involvement in the scientific research process, including co-created projects, collaborative projects, and contributory projects (Bonney et al 2009). Many citizen science projects—including those described in this study—fit into the contributory model, in which public volunteers follow scientist-designed protocols to collect data or samples over wide geographic areas and long periods of time. Most contributory citizen science projects are designed principally with scientists’ research outcomes in mind rather than considering specific outcomes for the public participants themselves (Bonney et al 2014a). Various learning interventions, including videos and digital games, have been shown to trigger positive affective responses that support development of content interests. Recent studies of the impact of such multimedia components reveal significant triggering of content-specific interest in youth. With respect to the SciGirls format in particular, evaluation that focused on exposure to Season Two episodes and website activities showed a positive influence on the interest of fifth grade girls in carrying out science investigations (Flagg 2012) and in doing hands-on robotics engineering (Flagg 2013)
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