Citizen Science, K-12 science education and use of technology: a synthesis of empirical research

Tsivitanidou, Olia; Ioannou, Andri

doi:10.22323/2.190401

Cited by 5 publications

(4 citation statements)

References 31 publications

(58 reference statements)

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“…Students were engaged with the citizen science projects through various mechanisms from resource packages, lab‐visits, online discussion forums, and mobile/web applications/maps (Figure 6). With the results revealing that technology plays an important role in student engagement and can be employed to facilitate meaningful scientist–student connections along with streamlining data collection and analysis processes (Tsivitanidou & Ioannou, 2020).…”

Section: Discussionmentioning

confidence: 99%

Citizen science in K–12 school‐based learning settings

Pizzolato

Tsuji

2022

School Sci & Mathematics

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Citizen science, or the public participation in scientific research, is a mechanism for student engagement, and co-creation of knowledge in the scientific research process. Through participation in citizen science initiatives within school-based learning environments, students can gain field experience, direct project scope, and contribute to broader research objectives while simultaneously achieving learning outcomes and fostering connections to their local communities. To capture the breadth and scope of existing citizen science initiatives applied in Kindergarten-Grade 12 schools, a systematic mapping exercise was undertaken to evaluate common themes related to the type of activities students participated in (i.e., the collection, transcription, categorization, and analysis of data), along with their level of participation in the citizen science initiatives (i.e., crowdsourcing, distributed intelligence, participatory science, and extreme citizen science). Of the 77 manuscripts extracted in the systematic map, nearly all (67/77) involved data collection, and a significant proportion of manuscripts captured a distributed intelligence level of participation (56/77).

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Section: Discussionmentioning

confidence: 99%

Citizen science in K–12 school‐based learning settings

Pizzolato

Tsuji

2022

School Sci & Mathematics

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“…Educators at all levels have recognized the potential benefits of citizen science in classroom settings (Tsivitanidou and Ioannou 2020 , Abourashed et al 2021 ). Although citizen science has been implemented and studied primarily in primary and secondary education (Paige et al 2015 , Shah and Martinez 2016 , Schuttler et al 2018 , Tsivitanidou and Ioannou 2020 ), it had eventually filtered to instructors and their students in postsecondary education (e.g., colleges and universities). The participant benefits documented through citizen science in informal educational settings may be enhanced or reduced in formal education settings (such as courses).…”

mentioning

confidence: 99%

Citizen Science in Postsecondary Education: Current Practices and Knowledge Gaps

et al. 2022

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Citizen science involves the public in science to investigate research questions. Although citizen science facilitates learning in informal educational settings, little is known about its use or effects in postsecondary (college or university) settings. Using a literature review and a survey, we describe how and why citizen science is being used in postsecondary courses, as well as the impacts on student learning. We found that citizen science is used predominantly in biologically related fields, at diverse types of institutions, to improve student engagement and expose students to authentic research. Considerable anecdotal evidence supporting improved student learning from these experiences exists, but little empirical evidence exists to warrant any conclusion. Therefore, there is a need to rigorously assess the relationship between citizen science participation and postsecondary student learning. We highlight considerations for instructors planning to incorporate citizen science and for citizen science projects wanting to facilitate postsecondary use.

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“…In traditional research, citizens are recruited as research subjects, but in citizen science, researchers team up with citizens in a collaborative manner. Though not a new science, citizen science is gaining traction and popularity due to its applicable nature; it is transforming the way science is defined and studied (Tsivitanidou & Ioannou, 2020). Its broad range of research contexts and settings include informal education institutions such as museums, zoos, and gardens along with formal K-12 educational classrooms.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…With progress in science and technology growing and changing every day, students who engage in research processes via citizen science and those that are technology-facilitated may demonstrate positive learning outcomes (Tsivitanidou & Ioannou, 2020). However, in many schools, science education is taught through rote memorization and assessed using single or multiple-choice exams.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Exploring the experiences of K-12 science teachers using citizen science to engage student learners: an interpretive phenomenological analysis

O'Donnell

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With an impetus towards science reform in the United States, citizen science is emerging as a platform with the potential to transform student learning and engagement. While current citizen science studies predominantly focus on student outcomes, there is little empirical evidence that captures the voices of teachers who voluntarily implement citizen science to meet the needs of their students. The purpose of this interpretive phenomenological analysis (IPA) study was to understand the lived experiences of six K-12 science teachers in the United States who implemented citizen science within their schools. The ecological model of teacher agency, teacher beliefs, and sensemaking were employed as a conceptual framework, and served as a means of examining teacher perceptions of implementing citizen science in a voluntary capacity.Data was collected using semi-structured interviews and yielded four superordinate themes: philosophies on citizen science, the value of resources and support, citizen science impacts, and challenges. An additional finding-the teacher's role as intermediary-was discovered through in-depth analysis. The findings revealed teachers' positive beliefs about students and citizen science outweighed the cost of any challenges. Participants respected and recognized the importance of science content; however, citizen science was a vehicle for students' deeper and broader knowledge-making, developing connections, and forming agency. Additional research is needed to explore how teaching through the lens of culturally relevant pedagogy may enhance student experiences with citizen science that leads to increased learning and engagement.

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Citizen Science, K-12 science education and use of technology: a synthesis of empirical research

Cited by 5 publications

References 31 publications

Citizen science in K–12 school‐based learning settings

Citizen science in K–12 school‐based learning settings

Citizen Science in Postsecondary Education: Current Practices and Knowledge Gaps

Exploring the experiences of K-12 science teachers using citizen science to engage student learners: an interpretive phenomenological analysis

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