Redistributing Power in Community and Citizen Science: Effects on Youth Science Self-Efficacy and Interest

Abstract

Youth-focused community and citizen science (CCS) is increasingly used to promote science learning and to increase the accessibility of the tools of scientific research among historically marginalized and underserved communities. CCS projects are frequently categorized according to their level of public participation and their distribution of power between professional scientists and participants from collaborative and co-created projects to projects where participants have limited roles within the science process. In this study, we examined how two different CCS models, a contributory design and a co-created design, influenced science self-efficacy and science interest among youth CCS participants. We administered surveys and conducted post-program interviews with youth participation in two different CCS projects in Alaska, the Winterberry Project and Fresh Eyes on Ice, each with a contributory and a co-created model. We found that youth participating in co-created CCS projects reflected more often on their science self-efficacy than did youth in contributory projects. The CCS program model did not influence youths’ science interest, which grew after participating in both contributory and co-created projects. Our findings suggest that when youth have more power and agency to make decisions in the science process, as in co-created projects, they have greater confidence in their abilities to conduct science. Further, participating in CCS projects excites and engages youth in science learning, regardless of the CCS program design.

A New Generation of Citizen Scientists: Self-Efficacy and Skill Growth in a Voluntary Project Applied in the College Classroom Setting

“…Additionally, the voluntary nature of interaction and contribution by students may have limited development of skills related to self-efficacy. Students sense of self-efficacy may be better developed in co-created versus contributory citizen science projects (Clement et al 2023).…”

How Can Participating in a Forest Community and Citizen Science Program Support Elementary School Students’ Understanding of Socio-Ecological Systems?

“…Together, these authors found three factors to be important: (1) contextual factors, like facilitators and available roles [41]; (2) setting norms and cultures (i.e., how are participants positioned) [42]; and (3) clear communication of program goals and objectives [43]. Well-designed programs have been found to impact students' development of science identity, self-efficacy, and interest [42,45], as well as learning and agency [5].…”

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