Community and citizen science in schools: nested inquiries, productive tensions, and the role of communities
Year: 2023
Type: article
Abstract: With the rapid proliferation of citizen science and other participatory approaches to scientific research in recent years has come an expansion of interest in the learning opportunities this approach may afford for learners of all ages, in informal settings, but especially in schools (Bonney et al., 2014 ; NAS, 2018). Empirical research on the impacts of, and effective design practices for, citizen science in formal school settings is only just recently emerging as a field of inquiry in the learning sciences, and in science and environmental education. This special issue crucially begins to fill an important gap, by moving beyond conceptual discussions of the theoretical potential for K-12 student learning through citizen science, to report detailed studies and findings from myriad cases of school participation in citizen science. In this special issue we learn (1) how this work can be done well , including the conditions and contexts, the processes and structures, as well as (2) key considerations for teachers, scientists, and other practitioners to design citizen science and similar projects that not only support and enhance learning for students, but advance authentic scientific research in ways that can be maintained and sustained rather than fizzle and burn out.
Source: Instructional Science
Author: Heidi L. Ballard
Institution: University of California, Davis
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,890
OpenAlex ID: W4386957082