Citizen Science and Curriculum: An Inclusive Instructional Strategy

• In Event: Strategies for Promoting and Studying Equity in Design-Oriented Research-Practice Partnerships

Abstract

Objectives
This poster will examine how citizen science can be embedded into K-12 curriculum to promote equitable and inclusive instruction. Citizen science projects use software to enable amateur and other non-professionals to contribute resources, observations, data, or analysis towards solving a larger scientific problem (Irwin, 1995). Our example focuses on an effort to design curriculum organized to support the vision of A Framework for K- 12 Science Education (NRC, 2012).

Perspective(s) or theoretical framework
The vision of the Framework (NRC, 2012) emphasizes the need to engage students directly in science and engineering practices as an element of science proficiency. Inclusive instructional strategies provide all learners with opportunities for productive disciplinary engagement in science and engineering practices. Engaging students in authentic science can also expand their sense of identification with science practices (Calabrese Barton & Tan, 2010; Shutt, Vye, & Bransford, 2011; Tzou & Bell, 2010). Expanding identification with science is a key aspect of inclusive science instruction (Bang & Medin, 2010). Few curriculum-based efforts, however, are successful in achieving real-world connections (Falk, 2001). Citizen science projects have great potential for promoting agency and authenticity (Roth & Lee, 2003).

Methods, techniques, or modes of inquiry
Researchers with expertise in learning sciences, curriculum design, science education, and educational technology are working with students, teachers, and administrators from Denver Public Schools to co-design high school biology units that support the Framework for K - 12 Science Education. These units are based around a challenge, where students engage in a citizen science initiative and contribute towards answering a scientific question or constructing an engineering solution. Following a design-based implementation research methodology, each unit is iteratively designed, field tested, and revised.

Data sources, evidence, objects, or materials
Mixed methods research, drawing on both qualitative and quantitative data sources, is being used to examine equity in students’ opportunities to learn, productive disciplinary engagement in science and engineering practices, and learning outcomes. Data sources include interviews with teachers and students, surveys of student interests, classroom observations, surveys of student engagement, and scores on district-wide standardized tests.

Results and/or substantiated conclusions or warrants for arguments/point of view
Using examples from the Inquiry Hub Ecosystems Unit, we discuss how inclusive instructional strategies have been realized and to what degree they have been effective at promoting equitable and inclusive instruction. New design and implementation tensions arise that must be considered at both the classroom and district-level when integrating citizen science into mainstream instruction. Students report greater levels of agency and authenticity, with many noting that this is the first time their school science has directly impacted their community and their lives.

Scientific or scholarly significance of the study or work
The research integrates two different contexts of science education inquiry: curriculum and citizen science. We show how curriculum materials can be designed with an authentic connection to community initiatives that students from a wide variety of backgrounds experience as engaging and relevant.

Authors

• Tamara Sumner, University of Colorado

• Samuel Severance, University of Colorado - Boulder