Science Engagement Research Articles

Citizen science engagement reveals patterns of long-term persistence of an at risk butterfly in three metropolitan centers

Insect declines have been documented for about twenty years worldwide, and the more recent Bee Colony Collapse Disorder has brought public attention to the issue. With this in mind, the persistence and thriving of an iconic, once-extirpated butterfly, the Atala (Eumaeus atala), in three major metropolitan centers located in southeastern Florida is remarkable and deserves close examination as to how it happened. The Atala butterfly is a charismatic species mostly residing in an urban dominated landscape, and has been a prime target of citizen science engagement since the second re-discovery of the species in 1979 in coastal Miami. Three citizen science actions were instrumental in this recovery: reintroductions, year-long population monitoring afterwards, and participation in annual butterfly counts. In this research, we analyzed three different sets of monitoring data gathered by citizen volunteers to help us determine factors that may influence the Atala butterfly’s persistence. We found that the most labor- and time-demanding citizen science data allowed us to define fine scale population phenological dynamics enabling us to quantify the anecdotal biannual “crash and eruption” cycles, while the median level long-term engagement data revealed a coarse, multiple year crash and eruption population cycle. Our analyses illustrated that the contribution of on-going data collection gained through committed citizen science actions play a critical part in the species conservation strategy, allowing us to apprehend new integral knowledge of the butterfly’s biology, as well as factors influencing its population persistence and distribution.

Identity construction in digital communication for public engagement in science

This article explores identity construction in citizen science web texts. Keyness and concordance analyses show that these texts reflect, construct and negotiate identity construction in various ways to ultimately support citizen participation in scientific processes. Scientists primarily construct a professional identity through self-representation markers (‘we’ pronouns). They present themselves as credible professionals, aligned with the socially established values and ideologies of the scientific community. In addition, they appear to create a collective identity to promote empathy and to encourage and maintain citizen engagement in scientific processes. However, processes of indexicality and relationality – that is positioning and dialogism – reveal that the construction of a professional identity is consistently made more relevant than a collective expert-crowd identity, thus exposing overt power asymmetries. Even when dialogue between experts and nonexperts is encouraged, all the monologic and dialogic interactions established by the hypertext structure of the project sites reflect power imbalances.

Stakeholder perspectives on the barriers and facilitators of engagement in healthy lifestyle behaviours in underrepresented adolescents: a focus group study from the European SEEDS project

BackgroundObesity in adolescence has increased in the last decades. Adolescents fail to meet the recommended guidelines for physical activity (PA) and healthy diet. Adolescents with a low socioeconomic status (SES) particularly seem to have fewer healthy lifestyle behaviours. The European Science Engagement to Empower aDolescentS (SEEDS) project used an extreme citizen science approach to develop and implement healthy lifestyle behaviour interventions in high schools. As part of this project, key stakeholders were invited to reflect on the intentions of adolescents to engage in healthy lifestyle behaviours. The aim of this study was to gain stakeholder insights into the barriers and facilitators to healthy lifestyle behaviours of adolescents from low SES areas and on the possible role of these stakeholders in facilitating healthy lifestyle behaviours.MethodsSix semi-structured focus groups were conducted in four European countries with 28 stakeholders from different settings (schools, community, and government), like teachers, policy advisors and youth workers. The theoretical framework of focus groups was based on the Theory of Planned Behaviour. The main questions of the focus groups were centred on PA and healthy diet. The focus groups were qualitatively analysed in NVivo using thematic analysis to identify topics and themes.ResultsAccording to stakeholders, adolescents have sufficient understanding of the importance of PA and a healthy diet, but nevertheless engage in unhealthy behaviour. Parents were mentioned as important facilitators for engaging adolescents in healthy lifestyle behaviours. Stakeholders listed lack of knowledge, time, and financial resources as barriers for adolescents from low SES families to engage in healthy lifestyle behaviours. The school environment was listed as an important facilitator of adolescents’ healthy lifestyle changes, but stakeholders acknowledged that current school days, curriculum and buildings are not designed to promote healthy lifestyle behaviours. External support and collaboration with community and governmental stakeholders was seen as potentially beneficial to improve healthy lifestyle behaviours.ConclusionsThis study shows the variety of barriers adolescents from low SES areas face, and the need for a broader collaboration between key stakeholders to facilitate healthy lifestyle behaviours. Schools are regarded specifically as important facilitators. Currently, the school environment entails various barriers. However, when addressing those, schools can increase opportunities for healthy lifestyle behaviours of adolescents from low SES areas.Trial registrationThis study is registered in ClinicalTrials.gov on 12/08/2021: NCT05002049.

Prioritizing research needs and opportunities at the intersection of implementation science and engagement science

BackgroundThere has been increased attention to the need for, and the positive impact of, engaged or participatory science in recent years. Implementation scientists have an opportunity to leverage and contribute to engagement science (ES) through the systematic integration of engagement into implementation science (IS). The purpose of this study was to gather information from researchers and others to develop a prioritized list of research needs and opportunities at the intersection of IS and ES.MethodsWe conducted three Zoom-based focus groups with 20 researchers to generate a list of unmet needs, barriers, and to describe normative themes about use of ES and IS. Then a panel of nine experts in IS and/or engagement ranked the needs and barriers using a survey and met via a Zoom meeting to discuss and generate research opportunities and questions, with reference to the focus group outputs.ResultsRespondents and experts concurred on the importance of engagement in IS. Focus group participants reported 28 needs and barriers under the themes of 1) need for best practice guidance related to engagement processes and outcomes and 2) structural barriers to integrating ES in IS. The expert panel prioritized six structural barriers and four barriers related to generating best practice guidance, with corresponding recommendations on research opportunities. Example research opportunities related to engagement processes included: define “successful” engagement in IS contexts; adapt engagement tools and best practices from other disciplines into IS. Example research opportunities related to outcomes included: assess the impact of engagement on IS outcomes; examine engagement practices that lead to optimal engaged research. Example research opportunities related to structural barriers included: leverage research evidence to create structural changes needed to expand support for engaged IS; examine factors that influence institutional buy-in of engagement in IS.ConclusionsResearch needs exist that relate to engagement processes, outcomes, and structural barriers, even for scientists who value engaged research. Expert panelists recommended sequential and reinforcing research opportunities that implementation and engagement scientists can tackle together to advance both fields and health equity. Future work should assess insights from broader invested parties, particularly patients and community members.

Rural Elementary Teachers’ Computational Thinking Self-Efficacy Through Community-Based Citizen Science

ABSTRACT While both citizen science engagements and computational thinking practices can mutually support student ownership in the science classroom, both face similar challenges to adoption in that they require teachers to openly position themselves as learners alongside their students. This dual role—as a teacher and as a learner—poses self-efficacy challenges that may preclude teachers from exploring these important pedagogical tools and perspectives in their classrooms. We present a cross-case analysis of three experienced teachers in rural elementary and middle schools as they integrate computational thinking in a year-long, student-led community-based citizen science project. Drawing from interview data, we illustrate how teachers’ capacity to embrace their role of co-learners alongside their students redefined “mastery experiences” of teaching self-efficacy. Specifically, the case teachers evaluated their successful use of computational thinking within the community-based citizen science program in ways that valued student curiosity and discovery over mastery of content. In this way, their self-efficacy for using computational thinking developed when they saw and shared these activities in themselves and their students. We further illustrate how contextual contributors of the professional development program and their rural schools and districts contributed to their comfort in experimenting with new instructional approaches, which helped them to build the mastery experiences that fueled further exploration of computational thinking within their classroom’s community-based citizen science investigations.

The effects of unstructured out-of-school engagement in science on adolescents’ vocational interests, occupational aspirations, competencies, school grades, and ability self-concepts.

The effects of unstructured out-of-school engagement in science on adolescents’ vocational interests, occupational aspirations, competencies, school grades, and ability self-concepts.

Electric feels: The role of visual methods in energy ‘futuring’

Abstract‘How would you feel about computers telling you how to save energy?’—was just one of many questions we asked our participants engaging with four artworks commissioned for the 'Electric Feels' project. In this paper, we tell our story of this unique art‐research collaboration, share our illustrations and reflect on the power of visual methods to galvanise a new type of public conversation related to emotions, energy and digital innovation. By bringing together the literature from design research, STS and human geography, we intend to lay a path towards further interdisciplinary conversations. This commentary paper makes a case for collective energy ‘futuring’—embracing the role of affect, speculation and imagination, while moving away from the deficit model of public engagement in science.

Curiosity in Science Learning: A Systematic Literature Review

This review systematically examines the role of curiosity in science learning, focusing on its influence on engagement, cognitive processes, and educational outcomes. A comprehensive literature search was conducted using databases such as Scopus, resulting in the selection of 40 peer-reviewed empirical studies published between 2019 and 2024. Inclusion and exclusion criteria ensured the relevance and rigor of the selected studies. The findings reveal that curiosity significantly enhances memory encoding and consolidation, motivates learners, and supports exploratory behavior. Specifically, studies indicated that curiosity-driven learning leads to improved attention and learning processes, resulting in better educational outcomes. Pedagogical strategies that foster curiosity, including the integration of large language models and innovative teaching tools, have been shown to effectively enhance student engagement and learning in science. Quantitative data from the reviewed studies demonstrate that curiosity-driven approaches lead to a 25% increase in student engagement and a 30% improvement in learning outcomes. The review underscores the importance of systematically integrating curiosity-enhancing strategies within pedagogy to create more engaging and effective educational experiences. Future research should focus on developing comprehensive measurement tools for assessing curiosity and conducting longitudinal studies to explore its long-term impact on academic achievement and skill development. Additionally, the exploration of modern technologies in enhancing curiosity-driven learning should be prioritized. Educators are encouraged to implement pedagogical strategies that stimulate curiosity to maintain and enhance student engagement and achievement in science learning.

Use of Concept Mapping as an Innovative Learning Strategy in Science: A Qualitative Study Using Thematic Analysis

Abstract: This research paper explores the use of concept mapping as an innovative learning strategy in science education. Utilizing a qualitative research approach, thematic analysis is employed to analyze data collected from science educators and students. The study aims to understand how concept mapping influences learning outcomes, student engagement, and conceptual understanding in science. The findings suggest that concept mapping enhances comprehension, fosters critical thinking, and supports active learning. Recommendations for educators and implications for future research are discussed.

Would a career in science suit me? Students’ self-views in relation to science and STEM career aspirations

ABSTRACT Educational reform efforts and contemporary research have consistently called for enhancing young people’s interest in STEM study and career choices. In response to this challenge, we utilise and extend Social Cognitive Career Theory to examine the development of secondary school students’ self-views in relation to science and STEM career aspirations over a period of 5 years. Data were collected through semi-structured individual interviews at eight different times and analysed using content analysis. The findings showcase dynamic relationships between students’ self-views and career aspirations, influenced by opportunities for science engagement, the social context and family-related factors. Family backgrounds and expectations, innate resources, gender differences, science-related experiences associated with context and time were found to have a critical role. The findings speak to the need for future longitudinal research, from secondary school to career paths. Such research can enhance our understanding of the developing relationship between self-views and career aspirations, potentially facilitating stronger identification with science and relevant career aspirations, benefiting curriculum design.

Who’s testing and who’s being tested: A cautionary tale of citizen science within applied animal behaviour science

Citizen science has become a popular means to collect data in many research fields, including animal behaviour science. Using this approach has numerous potential benefits (e.g. larger sample sizes, decreased strain on resources, increasing the public’s engagement in science), but there are also issues and assumptions relating to data quality that should be considered. The aim of this study was to assess the reliability of a battery of game-like tests developed to assess behavioural flexibility in dogs. The battery was administered to samples of shelter dogs and owned dogs who had remained in homes long-term. From the two populations, four test groups were created: shelter dogs assessed by the principal investigator (n=85), shelter dogs assessed by shelter staff/volunteers (n=34), long-term owned dogs assessed by the principal investigator (n=21), and long-term dogs assessed by their owners (n=29). Shelter staff/volunteers and dog owners participated as “citizen scientists”. It is accepted that using less skilled “citizen” researchers increases the error within the data, but often claimed that this is offset by larger sample sizes. This implies that the increased error is random and not systematic. Whether who (citizen versus trained researcher) tested the group in a given context was associated with overall test item outcomes was evaluated. In two of the tests, the Alone Time Test and the Three-Toy Test, tester was found to be associated with outcomes. In the Alone Time Test, tester was associated with four items in the shelter dog samples and with three in the long-term owned dog samples. In the Three Toy Test, a series of subsequent items were contingent on the first, and the outcome of that initial item was related to tester. These results demonstrate that it is unwise to assume that the increased error from citizen science work is largely random and thus evened out by the use of a large sample of researchers. Unexpected systematic error might arise within citizen science projects so controls need to be introduced to test for these effects, so that unsound assumptions are not made. There may also be relatively unique factors, beyond researcher objectivity, to consider when using a citizen science approach to study domestic dogs, such as the bidirectional influence on behaviour of any emotional bond between the owner or shelter staff/volunteer and the dog being tested. These results highlight the need for quality checks and preliminary analysis to ensure the identification of any relevant tester effects.

Enhancing Elementary Students' Learning Interest in Science with the 'Make-a-Match' Cooperative Learning Model

The objective of this study is to enhance students' engagement in learning natural sciences through the implementation of the 'Make-a-Match' cooperative learning model. The research was conducted with fifth-grade students at a public primary school in Purworejo, Indonesia comprising 19 students, with 14 males and 5 females. Employing a class action research design, the independent variable was the 'Make-a-Match' cooperative learning model, while the dependent variable was students' learning activity in natural sciences. Data were gathered through observation, documentation, and field notes, with analysis focused on observations of the learning process conducted by both teachers and students. Findings revealed an initial average of 48.75% in the first cycle, increasing to 75.83% in the second cycle. These results demonstrate that the application of the 'Make-a-Match' cooperative learning model effectively enhances students' learning activity in the science subject among fifth-grade elementary school students.

초등학생들의 과학 흥미 증진을 위한 초등 예비교사들의 자기효능감 탐색

Purpose: This research aimed to examine the self-efficacy of pre-service elementary teachers in fostering an interest in science among elementary students. Methods: A cohort of eighty-nine pre-service teachers from A University of Education participated in this survey, with six consenting to additional non-face-to-face interviews. Results: Analytical results from item-specific descriptive statistics revealed that these pre-service teachers exhibit low levels of self-efficacy in stimulating scientific curiosity among students. t-tests, segmented by gender and academic background, indicated no significant gender disparity; however, marked differences were observed across all ‘belief’ and ‘competence’ items when comparing academic backgrounds. Open-ended question analysis highlighted a perceived lack of preparedness among preservice teachers across the multifaceted dimensions of competence, belief, and educational diversification in science interest enhancement. Nonetheless, they recognized the importance of engaging students in science-related activities, lesson enhancement, school administrative support, utilization of community science museums, development of varied science-related programs, and educationally contextual approaches involving digital literacy and new technologies. Conclusion: This study suggests that exploring the self-efficacy of pre-service elementary teachers in augmenting interest in science among students may serve as a foundational step towards understanding the current decline in student interest in science and foreseeing the potential impact of future elementary teachers on student science engagement.

Evaluating the effectiveness of sonification in science education using Edukoi

AbstractScience, Technology, Engineering, and Mathematics classes are mainly taught using visual supports. However, the advancement of technology and the increasing efforts to equip schools with digital instrumentation have opened up the possibility of exploring new teaching avenues, such as sonification. We explored the efficacy of sonification in education using a novel interactive tool, Edukoi, in the context of astronomy, which is predominantly disseminated through spectacular images, animations, and visuals. Edukoi is a motion-sensing sonification tool that converts images to sound in real-time for educational applications. Our study, conducted with nearly 150 middle-school students, included a preliminary questionnaire investigating the perception, engagement, and motivation of students towards science; two sessions dedicated to testing Edukoi and assessing the potentiality of the software for the recognition of the colour and the shape of real and sketchy images; and a final second administration of the questionnaire to capture a possible beneficial effect of the use of the tool in the engagement towards science. Results showed the effectiveness of Edukoi in colour recognition and reasonable efficacy in shape identification. Although the questionnaire did not reveal an increment in science engagement over the time of the study, oral feedback from the students was positive. Edukoi presents a possible alternative teaching aid, potentially benefiting diverse learners, including the visually impaired. Further developments of the software are needed to enhance its effectiveness in conveying more complex features such as composite colours or shapes.

Broadening the audience for science engagement with machine-learning techniques

In Switzerland, the need to engage the public in science is rooted in the political system with its tools of initiatives, therefore the broadening of the audience is critically important. Using the 2021 Science and Technology Eurobarometer, we propose solutions by using machine-learning techniques which identified patterns of engagement and the interaction of sociodemographic characteristics that constitute the prediction (1) of lowest level of science engagement and (2) of non-visitors to the science and technology museum. The techniques allow a more precise targeting than traditional segmenttion analyses.

Attitude matters more: the impact of perceived competence and attitudes toward science on science engagement among university students

ABSTRACT The nexus between science engagement and scientific literacy is established in the literature. However, very little, if any, delved deeper into the interplay of perceived competence, attitudes toward science, and science engagement of different groups of learners at different levels. This study explored the interaction of perceived competence, attitudes, and science engagement among university students majoring in computer science and communications and media at one of the universities in the Kyrgyz Republic. Informed by quantitative survey research design, a five-point Likert scale questionnaire with items adopted from the literature was used to collect data through a print survey from 149 participants. Data collected underwent partial least squares-structural equation modeling using SmartPLS 4. Results revealed the overall significant positive direct effect of perceived competence on attitudes toward science but not on science engagement, the positive direct effect of attitudes toward science on science engagement, and its significant indirect effect between perceived competence and science engagement. A reflection on the importance of developing, strengthening, and scaffolding positive attitudes toward science during the teaching and learning process is provided.

The value of publicly engaged podcasting in human biology.

Podcasting about science may be popular, but does it motivate engagement? The Human Biology Association and American Journal of Human Biology (AJHB) cosponsor a podcast that highlights recent articles. We hypothesized that AJHB articles discussed on the podcast (n = 42) receive more online views than other articles from the same issues. We used Student's t-tests to compare mean article views and found podcasted articles received more views, but the difference was not significant. When extreme outliers were removed, podcasted articles had over twice the views of control articles (p = .04), indicating that journal-affiliated podcasting can increase science engagement.

Investigating How Student Interest and Teacher Competence Shape Science Education

This study investigates the relationship between students' learning interest, perceptions of teacher competence, and cognitive learning outcomes in science education. Using a non-experimental quantitative approach with 90 randomly sampled students from a total population of 336, data were collected through questionnaires and analyzed using product moment correlation and multiple correlation. The results highlight significant correlations between students' learning interests, perceptions of teacher competency, and cognitive learning outcomes, emphasizing the importance of considering these factors in designing effective science education methodologies to enhance student engagement and optimize learning outcomes. Highlight: Engagement in science correlates with student interest in learning. Teacher competence impacts science learning outcomes significantly. Quantitative research informs effective science education methods. Keyword: Science Education, Student Learning Interest, Teacher Competence, Cognitive Learning Outcomes, Quantitative Research

Sense of relatedness and science engagement among Filipino high school students

AbstractPast studies indicate that feeling related to specific social agents such as parents, teachers, and peers can facilitate domain‐general academic engagement. However, there is scarce research on how relatedness may be associated with engagement in specific academic subjects. This cross‐sectional study explores the associations of sense of relatedness to mother, father, science teachers, friends, classmates, and neighbors with behavioral, cognitive, emotional, and social engagement in science. Four hundred and thirty‐eight high school students completed an online survey that included scales to assess demographic information, relatedness, and science engagement. Only relatedness to science teacher positively predicted behavioral, cognitive, and emotional engagement in science when controlling for other relatedness dimensions, age, gender, year in school, parental educational attainment, and daily allowance. Although further research that can uncover causal conclusions is needed, these findings suggest the importance of science teacher relatedness for students' science engagement.

Getting a grip on how we talk about computational practices in science in settings of teacher learning

AbstractBackgroundScience teachers' understanding of the roles of computing practices in science frame how they enact scientific computational practices in their teaching and how their students perceive the relationship between computational practices and scientific endeavours.ObjectivesThis critical, integrative review synthesizes teacher learning literature about the role of computational literacy and computing practices in K‐12 science teaching.MethodsWe examined 54 peer‐reviewed articles and analysed the ways the researchers and teacher participants describe the affordances of integrating computational thinking (CT) and other computational practices in science. We characterize how CT and computational practices are framed in relation to scientific learning goals. We identify six primary affordances for integrating computational practices with science that are conveyed to teachers and by teachers, as represented in these studies of teacher learning.Results and ConclusionsThese six perspectives include (1) learning computer science principles, (2) developing CT dispositions, (3) engagement and inclusion in science, (4) taking ownership of science, (5) supporting learning science content, and (6) participating in computational practice as a form of scientific epistemic practice. Our analysis indicates that computational thinking and computational practices are often integrated in science in order to teach something about computing (e.g., Perspective 1), rather than to support learners' scientific work. Only the 29 articles coded for the sixth perspective—that is, in service of epistemic aims in science—demonstrate commitment to students' uses of computational ideas and practices as epistemic tools to participate in the sensemaking work of science.TakeawaysComparison of Perspectives 5 and 6 illustrates the nuance between computational practices in science that reify something students have already “figured out,” rather than those that serve epistemic goals. Perspective 6 encapsulates the deep synergy among (1) the reflexive nature of computing with scientific ideas and (2) computing as a central practice in science and engineering. We contend that a more focused message of computational practices in service of scientific sensemaking goals is necessary if we expect teachers to enact CT and related computational practices in their classrooms.