Implementing Citizen Science in Future Learning Spaces

• In Event: Structured Poster Session: Understanding Future Learning Spaces Across Multiple Architectures

Abstract

Objective
Citizen science (CS), defined as the direct active participation of citizens in different stages of scientific research projects, has grown rapidly in recent years (Lewenstein, 2016). It has long been established as both a genre of research as well as a form of science communication and informal education, while, more recently, being explored in the context of formal education. Engaging school students in the advancement of scientific knowledge through participation in CS projects is an example of breaking the classroom walls – one of the basic ideas of FLSs.

Theoretical Perspective
In today’s networked society, new and exciting opportunities exist for people to learn with information and communication technologies (see Sharples, 2013). Productive incorporation of these innovations in school, while engaging with CS, can be sought through design-centric research-practice partnerships (RPPs): A collaborative process aimed at implementing new and sustainable learning solutions in schools ecologies, while using various interventions to bridge research and practice  (Shamir-Inbal, Dayan & Kali, 2009; Kali, Eylon, McKenney, & Kidron, forthcoming).

Methods
A first iteration of a design based research project was enacted last year at an elementary school in Northern Israel, initiated and supported by the school leadership (see Figure 5).

Eight teachers took part in a professional development process which involved a CS project that monitors jellyfish off the shores of Israel. The teachers experienced CS as learners, co-developed activities for their students, and reflected on the process. They enacted the activities with 60 4th and 5th grade students in class as well as in an FLS at the University of Haifa. These activities included a question and answer session with the marine ecologists leading the jellyfish research, designing and executing a survey in the community, researching background information (see Figure 6), and making observations for the research at the shore.

Data sources included student artifacts, researcher diaries encapsulating observations and reflections of professional development, questionnaires to parents and students, and interviews with all stakeholders. The main research question addressed how to implement FLS projects within schools through RPPs.

Results
The enactment has proven to spur student enthusiasm and interest, teacher attitudes, and overall suggests that the RPP played a significant role in shaping these changes. Students reported a positive change in their own knowledge about jellyfish and attitudes towards them. Teachers own positive experience as learners within the professional development program, as members of a learning community, and as instructors in their classes served to modify some of their assumptions about learning and teaching. The teachers’ newly-formed views and beliefs, along with the school leadership’s high motivation, suggested that the mechanisms underlying the RPP were vital.

Significance
This research will help us understand what students can learn through engagement with CS projects, and how to support effective RPPs that advance such learning. As an example for FLS implementations in general, this research opens the door for realizing change in the classroom.

Authors

• Ornit Sagy, University of Haifa

• Osnat Atias, University of Haifa

• Maya Benichou, University of Haifa

• Yotam Hod, University of Haifa

• Yael Kali, University of Haifa