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
Researchers and practitioners have identified numerous outcomes of place-based environmental action (PBEA) programs at both individual and community levels (e.g., promoting positive youth development, fostering science identity, building social capital, and contributing to environmental quality improvement). In many cases, the primary audience of PBEA programs are youth, with less attention given to lifelong learners or intergenerational (e.g., youth and adult) partnerships. However, there is a need for PBEA programs for lifelong learners as local conservation decisions in the United States
Many youth programs seek to understand their influence over time on participant outcomes. This paper offers a methodology for measuring a participant’s perception of a program’s contribution amid their perception of other youth influences such as those from family, school, peer groups, hobbies, and other organized activities. The instrument built on the large body of work on youth influences in order to capture the dominant factors in development of the item bank. In addition to item development, the paper documents face validity followed by content assessment of items using a research panel
This paper reports about an informal learning experience – Something Very Fishy (SVF) – which is focused on ocean conservation and climate change. Results from 49 elementary school student workbooks indicated that experiencing SVF improved their understanding of ocean conservation, increased their interest in pursuing science careers, but did not affect their actions towards conservation. Survey results from 40 undergraduate students who helped run SVF indicated that the more efficacious they felt about communicating marine science and the more identified they felt with the scientific
Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth’s STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth
Research shows that news consumption plays a positive role in youths' environmental engagement. This article examines if this also holds true for sceptics by comparing Swedish climate change sceptics with non-sceptical youngsters in their early and late adolescence. We conceptualise news consumption as foci of public connection and orientation rather than a source of environmental information. The results show that in their early teens, heavy news consumers among both sceptics and non-sceptics are indeed more engaged with environmental issues than their less news-oriented peers. However, in
Nature-based playgrounds—known as playscapes—offer numerous opportunities for young children to learn about nature. In the current study, we focus on teacher talk on playscapes, namely to capture the spontaneous utterances teachers offer when engaging with young children during playscape visits. Two different playscapes were contrasted, both of which featured loose parts, native plants, and running water. The difference in playscape was whether it featured ecosystems: While the rural playscape had a natural forest and a wetland, the urban playscape had a man-made stream and a garden. Ten
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TEAM MEMBERS:
Heidi KloosCatherine MaltbieRhonda BrownVictoria Carr
Informal learning institutions (ILIs) create opportunities to increase public understanding of science and promote increased inclusion of groups underrepresented in Science, Technology, Engineering, and Math (STEM) careers but are not equally distributed across the United States. We explore geographic gaps in the ILI landscape and identify three groups of underserved counties based on the interaction between population density and poverty percentage. Among ILIs, National Park Service lands, biological field stations, and marine laboratories occur in areas with the fewest sites for informal
The Swinomish Indian Tribal Community developed an informal environmental health and sustainability (EHS) curriculum based on Swinomish beliefs and practices. EHS programs developed and implemented by Indigenous communities are extremely scarce. The mainstream view of EHS does not do justice to how many Indigenous peoples define EHS as reciprocal relationships between people, nonhuman beings, homelands, air, and waters. The curriculum provides an alternative informal educational platform for teaching science, technology, engineering, art, and mathematics (STEAM) using identification, harvest