Abstract
In this paper, we describe a virtual high school earth science enhancement program that embeds a citizen science experience within a scientist-mentored research internship. We demonstrate the success of the program as measured by knowledge of pertinent science concepts and processes, and changes in future career orientation, and explore the role of place-based citizen science in interns’ experience of their research projects. The STEM Enhancement in Earth Science (SEES) Mosquito Mappers Virtual Internship connected high school interns with research opportunities applying NASA Earth Observations to the global health threat of mosquito-vector borne diseases. The interns engaged in 120–150 h of research working closely with NASA subject matter expert mentors, and making use of the GLOBE Observer citizen science infrastructure to collect and analyse data. In the virtual format, interns were able to participate in activities synchronously or asynchronously through an online learning platform, web conferencing software and social media. Students developed and completed either an independent or small team research project leveraging data collected using the place-based citizen science mobile application, GLOBE Observer. We found that participants were motivated by conducting fieldwork in and around their communities using the GLOBE Observer app. Local fieldwork enabled the student researchers to apply their prior knowledge of their natural and built landscapes, while also contributing to the reduction of mosquito-borne disease risk in their communities. This finding highlights the benefit of coupling citizen science to a virtual internship. Interns shared that their interest in research, and research in the earth sciences specifically, increased as a result of participating in the internship program. By leveraging citizen science data collection and reporting tools, existing data, and analysis tools, the program represented a robust, cost effective research experience conducted in a virtual environment, lowering barriers to participation and broadening access to STEM enhancement opportunities for all.
Highlights
Engaging more youth in citizen science is an essential goal for citizen science practitioners (Mueller et al, 2011; Newman et al, 2012; Harris et al, 2020)
STEM Enhancement in Earth Science (SEES) Demographics In Summer 2020, 113 interns enrolled in the SEES Mosquito Mapper Virtual Internship
By leveraging the citizen science data collection and reporting tools, the GLOBE Observer citizen science data archive, and online data access and analysis tools, it was possible to create a robust, cost-effective research experience conducted in a virtual setting based on a sense-of-place pedagogy while lowering barriers to participation; broadening access to STEM enhancement opportunities for all
Summary
Engaging more youth in citizen science is an essential goal for citizen science practitioners (Mueller et al, 2011; Newman et al, 2012; Harris et al, 2020). We posit that connecting digitally savvy youth to citizen science programs that rely on devices like smartphones and tablets engages young people in STEM learning, and expands the population of capable volunteers who contribute time and data to their programs. Children and teens interested in science stand to benefit greatly from participation in the kinds of authentic STEM experiences that citizen science programs offer (National Academies of Sciences, Engineering, and Medicine, 2018). Youth who participate in citizen science programs increase their scientific knowledge, science process skills, and self-efficacy (Ballard et al, 2017). As STEM disciplines increasingly seek to uphold democratic values like diversity, access and inclusion, citizen science can provide a valuable tool with which to authentically engage a broader coalition of young people in authentic STEM experiences
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