Social Network Scaffolds for a Citizen Science Community

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

Abstract

In the past 20 years, CS projects have exploded in popularity (Bonney et al., 2014) offering opportunities for science learning and engagement by a wide range of participants. With this growth has come an emphasis on educating CS participants to become agents of change. However, greater emphasis on theoretical perspectives of learning and engagement is needed to truly move from citizens as data collectors to citizens as creators of new knowledge who can effectively address socioecological challenges (Wals, et al. 2014). Several educational research projects have reported on partnerships with CS projects. Polman, Newman, Farrar, & Saul (2012) studied CS journalism as a way of engaging students with infographics and peer critique. Martin and Barron (2013) investigated a project that networked schools and teachers as an example of “mass collaboration.” Price & Lee (2013) examined CS participants’ understandings of the nature of science (NOS). However these projects have not integrated the CS activities with theoretically-grounded learning design or technology platforms.

Objectives
We developed and piloted the Pioneer Valley CS (PVCS) Collaboratory employing theoretical constructs from the learning sciences and while leveraging educational technology design principles. Our approach prioritizes new science learning opportunities through social exchanges around data collection and interpretation issues during socio-ecological CS activities. Below, we present the overall design, and research with a specific project called Leaf Drop

Perspectives
The PVCS Collaboratory web site (Figure 6a) offers numerous CS projects, organized around local environmental issues (e.g., habitat loss, climate change, invasive species), and engages participants in reflective activities beyond simple data collection. Combining crowd sourced materials, public engagement in socio-scientific issues (Sadler, Barab & Scott, 2007), and distributed technology environments, we foster real-time “big data” comparisons, geospatial mapping, and peer collaboration through social networking tools (Figure 6b). Grounded in science education research on best practices for teaching nature of science (NOS) ideas, community knowledge construction and, the design of mobile (Zimmerman, 2011) and web-based (Peters & Slotta, 2010) technology platforms that promote deep content learning, the PVCS Collaboratory supports content learning, NOS practices and environmental problem-solving.
Figure 6 a)The PVCS Collaboratory website; b)Social-networking tools and; c)LeafDrop web app.

Approach and data sources
The PVCS Collaboratory features both public and member-only spaces where members learn about relevant ecological issues connected to CS projects. This Web environment emphasizes the convergence of CS, environmental issues and the increasingly social aspects of science. For example, in the Leaf Drop project (Figure 6c) members receive contextual information about leaf change data and relevant climate change issues. Members join a social network of local members (e.g., parents or school teachers) engaged in the Leaf Drop project, and are challenged by data reflection activities and peer discussions to investigate historical and geospatial data trends. They are encouraged to seek help from their community while comparing community-wide observations.

Results
We will present Leaf Drop activity data, participation patterns and social network exchanges to draw inferences regarding participants’ engagement with, and understanding of, environmental science

Significance
This study deepens our understanding of the relations between CS ecology and participants' learning

Authors

• James D. Slotta, Boston College

• Alisa Acosta, University of Toronto

• Timothy D. Zimmerman, Hampshire College