Public Participation in Science Research on the Genetics of Taste at a Museum

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

Abstract

Objectives
We will describe opportunities for learning afforded by a unique CS program situated in a human genetics laboratory that is part of a health sciences exhibit at a museum. The exhibit has hosted a series of scientific studies related to the genetics of taste. During these studies, visitors to the museum can enroll in an authentic research study with questions that do not have known answers; for example, one study investigated how individuals’ genetic codes and ancestry influence their sensitivity to a bitter-tasting chemical. In addition to enrollees who get a sense of what it means to participate in science as "subjects", a group of volunteers have a more in-depth research experience. These citizen scientists volunteer to help run the study as well, by collecting the data, contributing to record-keeping and analysis, and so on.
We will present the first phase of descriptive research on the program, which will inform future design-based research that seeks to expand and deepen the participation of citizen scientists in the research process.

Perspectives
Our conceptual framework is based on the notion of apprenticeship learning in communities of practice (Lave & Wenger, 1991; Wenger, 1998). Effective apprenticeship into communities of practice has been shown to impact the identities of participants and their understanding of and sophistication at performing the kinds of practices typically carried out in that community (Polman, 2012; Wenger, 1998).
We are using a framework proposed by Shirk et al. (2012) for the design of citizen science projects that describes the degree and quality of public participation in scientific research (PPSR; Figure 1). They describe five models representing increasing degrees of public participation, including “contract,” “contribute,” “collaborate,” “co-create,” and “colleagues.” Many citizen scientist programs are of the "contribute" variety. With the more in-depth participation of collaborative, co-created, and colleague models, citizen scientists become more involved in front-end activities (choosing or defining the scope of a study, designing the study and protocols), and back-end activities (writing up and communicating results).


Figure 1. PPSR design framework. Adapted from Shirt, et al. 2012

Approach and data sources
Our approach is interpretive case study based on analysis of documents related to the program, participant observation by the second and third author, and interviews and surveys of citizen scientist volunteers in the genetics of taste lab at the Denver Museum of Nature and Science.

Results
To date, the genetics of taste studies in this context have been collaborative, with citizen scientists contributing some ideas to data collection procedures, most substantially to data collection, and a small amount to data analysis. In our presentation, we will share the contours of what learning opportunities these experiences have afforded.

Significance
The Center for Advancement of Informal Science Education (CAISE) working group (Bonney, Ballard, et al., 2009) posited that increasing participation by the public in a full range of scientific research practices stands to increase their interest and scientific literacy. Our exploration of the nature of participation in this specific program has implications for designing more productive experiences in other CS programs within and beyond human genetics.

Authors

• Joseph L. Polman, University of Colorado - Boulder

• Leighanna Hinojosa, University of Colorado - Boulder

• Rebecca Deborah Swanson, University of Colorado - Boulder

• Patty McNamara

• Nicole Garneau, Denver Museum of Nature & Science