We present the assets that collaboration across a land grant university brought to the table, and the Winterberry Citizen Science program design elements we have developed to engage our 1080+ volunteer berry citizen scientists ages three through elder across urban and rural, Indigenous and non-Indigenous, and formal and informal learning settings.
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TEAM MEMBERS:
Katie SpellmanJasmine ShawChristine VillanoChrista MulderElena SparrowDouglas Cost
We used a youth focused wild berry monitoring program that spanned urban and rural Alaska to test this method across diverse age levels and learning settings.
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TEAM MEMBERS:
Katie SpellmanDouglas CostChristine Villano
resourceresearchMuseum and Science Center Exhibits
An adapted three-dimensional model of place attachment is proposed as a theoretical framework from which place-based citizen science experiences and outcomes might be empirically examined in depth.
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TEAM MEMBERS:
Julia ParrishYurong HeBenjamin Haywood
Dialogue in science communication is a necessity - everybody agrees on it - because science and technology issues are involved in so many aspects of the citizens life, and in so many cases can raise suspects, fears, worries or, on the contrary, expectations and hopes. But who are the possible interlocutors for scientists and policy-makers? Everybody, says Luisa Massarani, beginning with children and teenagers. Also in such controversial and sensitive issues like AIDS or GMO.
Over the last ten years, out-of-school-time (OST) science programs have multiplied to increase young people’s exposure to science. However, there are still not enough opportunities for long-term engagement, which is essential to move youth from having interest in science to having the skills, knowledge, and self-efficacy to pursue careers in science. This article describes findings from exploratory research conducted to document the experiences of a small group of young women of color who participated in a museum-based OST program during their middle and high school years.
This research examines the impact of related classroom activities on fourth grade students' science learning from a school field trip. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises a set of activities that include 1) orientation to context, 2) discussion, 3) use of field notebooks, and 4) post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which
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Journal of Museum EducationMarilyn Petty GlickAla Samarapungavan
This study explores the effects of visitor observation of giant panda play on visitor concern for endangered species and satisfaction with seeing giant pandas. A total of 335 visitors to three institutions that house giant pandas participated in the study. These institutions are: the Chengdu Research Base of giant Panda Breeding, and the Chengdu Zoo, in China; and Zoo Atlanta in the U.S. After viewing the giant pandas, visitors were interviewed on whether they ever observed a panda play session, whether they observed panda play on the day of the visit, whether they wanted additional
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TEAM MEMBERS:
Sarah BexellOlga JarrettLuo LanHu YanEstelle SandhausZhang ZhiheTerry Maple
In this article we describe an instance of free-choice learning in the context of an eelgrass mapping and stewardship project (the Project) that covers over 500 kilometers of coastline in British Columbia, Canada, and involves 20 volunteer groups. In this ethnographic case study we sought to (a) explicate the relationship between individual and collective learning in this free-choice setting and (b) understand how a network of Project participants could both constitute a free-choice learning setting and support such a setting. We articulate a dialectic relationship between individual and
By emphasizing work-based learning, youth programs can not only meet their youth development goals but also prepare young people for success in the knowledge economy of the 21st century.
The study aims to characterize contextual learning during class visits to science and natural history museums. Based on previous studies, we assumed that “outdoor” learning is different from classroom-based learning, and free choice learning in the museums enhances the expression of learning in personal context. We studied about 750 students participating in class visits at four museums, focusing on the levels of choice provided through the activity. The museums were of different sizes, locations, visitor number, and foci. A descriptive-interpretative approach was adopted, with data sources
In his writings, David Orr claims that the US is in an 'ecological crisis' and that this stems from a crisis of education. He outlines a theory of ecological literacy, a mode by which we better learn the ecology of the Earth and live in a sustainable manner. While emphasizing a shock doctrine, the diagnosis of 'crisis' may be correct, but it is short-lived for children and adults of the world. In this philosophical analysis of Orr's theory, it is argued that we move beyond the perspective of crisis. By extending Orr's ecological literacy with biophilia and ecojustice and by recognizing the
This article examines the literature on Native science in order to address the presumed binaries between formal and informal science learning and between Western and Native science. We situate this discussion within a larger discussion of culturally responsive schooling for Indigenous youth and the importance of Indigenous epistemologies and contextualized knowledges within Indigenous communities.
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TEAM MEMBERS:
Bryan Mckinely Jones BrayboyAngelina Castagno