How to Achieve Broad Learning Outcomes Through Participation in Citizen Science Projects

• In Event: 30.034 - The Ecology of Citizen Science: An Opportunity for Learning

Abstract

Objectives
This study examines the contribution of participation in a CS air-quality project to students’ learning outcomes. These were examined in terms of knowledge, perception, behavior, scientific and critical thinking. Examining these diverse outcomes include both learning in context and learning general scientific processes and nature of science.

Perspectives
Inquiry based learning, which engages students in open-ended, student centered, hands-on activities (Colburn, 2000), was shown to increase acquisition of scientific knowledge and skills in addition to enhancing student motivation, challenge, and self-confidence (Minstrell and Van Zee, 2000). Participation in citizen science projects may serve as a form of authentic inquiry based learning and integrate scientific inquiry with real world relevance. Such participation was shown to increase participants' content knowledge (Brossard, Lewenstein, & Bonney, 2005; Jordan, Gray, Howe, Brooks, & Ehrenfeld, 2011), increase understanding of scientific research process (Kountoupes & Oberhauser, 2008; Silva et al., 2016) and increase positive attitudes towards science (Price & Lee, 2013).
This study asked if and how, participation in citizen science can further increase scientific thinking, critical thinking and understanding the nature of science in addition to the learning outcomes listed above.

Approach and data sources
The study was conducted as part of the European "CITI-SENSE" project, for developing sensor-based citizen observatories. Fifty two 7th graders participated in different stages of an air quality research project, including planning sensor locations, developing research questions and analyzing air-quality data. Students’ knowledge, attitude, behavior, and scientific and critical thinking regarding air-quality were examined using pre and post questionnaires, observations, and student and teacher feedback. Unique scales were developed for examining scientific and critical thinking among students, relying on developed skills, reflection and thinking processes. For example, students were asked to identify different air quality hazards or opportunities in a provided image, and accordingly choose four locations for deploying sensors which could be used to answer scientific questions.

Results
Findings demonstrate an increase in students' content knowledge and scientific thinking following participation (p<0.05), but no significant differences in perception, behavior and critical thinking. Students reported a sense of achievement and had positive feelings during participation. Overall, students learned the content they engaged with (e.g knowing more about a specific pollutant), but, as demonstrated by the critical thinking examination, did not advance to a broader understanding of science and its conduct. One possible explanation is that students were not specifically guided nor introduced to critical thinking and the nature of science concepts and therefore did not acquired these skills and thinking processes. In order to achieve specific learning outcomes (such as critical thinking), guided activities and learning opportunities must be available.

Significance
This work provides insight into the educational benefits of CS for its participants. It further exhibit the benefits of CS for knowledge construction and increased scientific understanding and provides better understanding of the potential use of CS as a learning method. This work highlights potential outcomes for creating a more aware and informed community and the need for setting specific goals and actions for achieving extensive and diverse learning outcomes.

Authors

• Yaela N Golumbic, Technion Israel Institute of Technology

• Ayelet Baram-Tsabari, Technion - Israel Institute of Technology

• Barak Fishbain, Technion Israel Institute of Technology