Learning to love protected areas: Citizen science projects inspire place attachment for diverse students in United States National Parks

Abstract

Citizen science, an emerging research tool employed worldwide, can encourage nonprofessionals to engage in scientific exploration. Additionally, the research strategy presents great potential to serve as a learning platform for students, supporting diverse contributions to science on public lands. Citizen science also has potential to encourage connections to place. This article focused on the Rocky Mountain Sustainability and Science Network (RMSSN), a program using citizen science projects as a strategy to promote student place-based learning in U.S. National Parks. This study not only examines the practice of leveraging citizen science for learning, but it also assesses participants’ place attachment as a result of the experience using a mixed methods approach. Place attachment is defined as the intersection of two elements: place identity which considers the emotional bonding to a place, as well as place dependence, which encompasses the function of the place for attachment. The Place Attachment Inventory (PAI) was used to quantitatively evaluate student connections with the parks following the experience, and focus groups yielded additional insights into the learning experience. Findings indicated that the short-term citizen science experience supported learning among a diverse group of participants, which resulted in an enhanced appreciation and deeper connections with the parks, and with participants recognizing them as special places.