Using Design-Based Research to Develop the Learning Outcomes of a Curriculum-Based Environmental Citizen Science Project

Abstract

The Intertidal Monitoring Project (IMP) is a local, curriculum-based citizen science project intentionally designed to support the development of science competencies in elementary students. The focus of the IMP is the Research Days, where students follow an established scientific protocol to collect monitoring data on an introduced species of clam in British Columbia, Canada. The IMP represents a unique program to study because the school district funds transportation and programming costs so that all grade five students can engage in authentic place-based scientific research. A design-based research (DBR) approach was used to develop and refine the IMP activities between 2014 and 2023. This research is focused on a DBR Evaluation/Reflection phase that qualitatively assessed learning outcomes during the beta testing of a supplementary classroom activity. Student- and teacher-generated data were collected to understand the process of a class “coming to know” science and its community of practice during the IMP activities. This included student learning artefacts and a teacher interview. The findings show that participation in IMP activities: i) fostered the development of science competencies in a grade five learning community; ii) did not promote science identities; and indicated that iii) the Nature of Science (NOS) required more explicit instruction. Student-teacher-scientist partnerships (STSPs) emerged as a critical design element of curriculum-based citizen science.