BioBlitzing as an Experiential Learning Tool for High School Students and its Learning Outcomes

• In Event: Place-based and participatory learning

Abstract

This study investigates the learning outcomes of BioBlitzing, a community science activity. Students in four private high school science classes in Southern California were taught to BioBlitz, practiced on campus, and BioBlitzed over the next week. Students’ BioBlitz task interest, BioBlitz self-efficacy, nature-noticing self-efficacy, and nature anxiety were measured pre- and post-BioBlitz. At the end of the activity students were asked to reflect on five topics related to their behavior throughout the BioBlitz. Findings suggest that BioBlitzing can be effective in teaching students nature-noticing skills, though individual school factors may influence the efficacy the BioBlitz. Students’ reflections suggest that BioBlitzing can foster connection to nature and place, knowledge of local biodiversity, and for some students, increase comfortability with wildlife.

Authors

• Jennifer Gribben, University of Southern California

• Gale M. Sinatra, University of Southern California