Sediments and Seashores - A Case Study of Local Citizen Science Contributing to Student Learning and Environmental Citizenship

Sally Carson,Jeffery Smith,Jenny Rock

doi:10.3389/feduc.2021.674883

Abstract

Citizen science aims to bridge the gap between science and society by engaging people in understanding the process of science. This is needed to foster informed democratic involvement of critical, environmentally informed citizens. Can these aspirations be facilitated by school-based citizen science that offers opportunity to engage scientifically with environmental issues at a scale with local relevance? This is tested through application of Marine Metre Squared (Mm2), a citizen science initiative for long-term monitoring of the New Zealand intertidal zone. Through direct observation and “hands-on” engagement, participants are involved in place-based learning that connects them with nature. Strong interest from teachers and uptake into school programmes has been key to its success in collecting long term biodiversity data. Through facilitated delivery, the project also has the capacity to meet school curriculum goals and develop the environmental science citizenship capabilities of participants. Assessing the use of Mm2 as a citizen science intervention within schools, we found that it affected science learning, skill development and environmental attitudes. Our findings further demonstrate the effect of extended involvement in a citizen science project, the value of a local issue-focused project for student learning outside the classroom, and how school science education can be enriched through citizen science to also grow civic responsibility for the environment (environmental citizenship).

Highlights

In a rapidly changing world, where pubic understanding and application of science is gaining in importance, a diverse range of approaches are being used by both scientific and educational organizations to move beyond traditional science learning environments (Bonney et al, 2009a; Falk and Dierking, 2002)
Findings from across the years of implementing Mm2 as a Citizen science (CS) intervention with primary and secondary students are integrated here as they relate to four different outcomes: student interest in learning, their science skills and their marine species knowledge, and their attitudes and behaviours towards care for the environment
Adaptive learning across the years of project implementation is discussed as it relates to the potential for embedding CS interventions in schools

Summary

Introduction

In a rapidly changing world, where pubic understanding and application of science is gaining in importance, a diverse range of approaches are being used by both scientific and educational organizations to move beyond traditional science learning environments (Bonney et al, 2009a; Falk and Dierking, 2002). Key to the value of these informal science experiences is the opportunity for the participants to engage in a hands-on, interactive way, and in subject matter that is directly relevant to their lives and interests (Falk and Dierking, 2010). Active first hand experiences, within the context of interest-driven projects, have been shown to link science learning to creativity and Sediment and Seashores - Case Study investigation (Bevan, 2017), increase understanding of key STEM practices, such as experimental design (Osborne, 2014), provide interactions with science professionals that inspire future career pathways (Ayar, 2015) and develop place-based environmental values (Thomashow, 2001). With more science organizations and funding agencies investing in CS, evidence of its wider effects is needed to demonstrate the value of CS projects to society, as well as science. It is useful to discriminate between immediate and long-term effects

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Results

Conclusion