Classroom-based citizen science: impacts on students’ science identity, nature connectedness, and curricular knowledge

Abstract

Citizen science projects are an increasingly popular way to engage the public in the process of science. However, few studies have evaluated learning outcomes beyond knowledge gains in formal learning settings with youth. This study evaluated the effects of a classroom-based citizen science project in which middle and high school students collected data about hummingbirds and their habitat use as part of a long-term study on declining hummingbird populations. We explored changes in science identity, nature connectedness, and knowledge of curricular material using quantitative pre- and post-test questionnaires (n = 367). While curricular knowledge scores increased modestly, the project had no meaningful impacts on science identity or nature connectedness. Nevertheless, students reported that the citizen science aspect motivated them and made them feel that they were contributing to science. Results suggest that, while citizen science has potential as an effective mode for educating students about the processes and content of science, one should not assume that it necessarily conveys additional benefits.

Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2021.1927990 .

Keywords:

• Citizen science
• science identity
• nature connectedness
• environmental education
• knowledge
• evaluation
• science education

Acknowledgements

Thanks to Dr. Matthew Betts and Dr. Adam Hadley in collaboration with co-author O’Connell for creating the HBP and to Oregon Natural Resources Education Program for leading the professional development parts of the project. In addition, we appreciate the teachers who agreed to participate in this evaluation project.

Declaration of interest

The authors claim no conflict of interest.

Additional information

Funding

Funding for the Hummingbird Project was provided by National Science Foundation Grants DEB-1050954 and DEB-1457837.

Notes on contributors

Katherine A. Williams

Katherine Williams received her Bachelor’s in Anthropology from the University of Florida in 2012 and her M.S. in Forest Ecosystems and Society in 2017 from Oregon State University. Her previous research focused on landscape values mapping and the human dimensions of ecosystem services. She presently works for a market research firm in the higher education sector.

Troy E. Hall

Troy Hall is Professor and Head of the Department of Forest Ecosystems and Society at Oregon State University. Previously, she held faculty positions at Virginia Tech and the University of Idaho. She has published extensively on the effects of informal education and environmental interpretation on knowledge and attitudes about natural resource and environmental issues. She teaches courses in social theory, communication theory, and social science research methods.

Troy holds a PhD in Forest Resources (human dimensions emphasis) from Oregon State University, and MA in Cultural Anthropology (Duke University), and a BA in Anthropology (Pomona College).

Kari O’Connell

Dr. Kari O’Connell has been a Senior Researcher at the Oregon State University (OSU) Center for Research in Lifelong STEM Learning since 2016. She also holds graduate faculty appointments in the College of Forestry, the College of Education, and the Environmental Arts and Humanities Program at OSU. Previously, she served as Director of the Andrews Long Term Ecological Research site and with Forestry and Natural Resources Extension in the College of Forestry at OSU. Kari’s research interests include ecological data literacy of K-12 teachers and students, art-science collaborations, the undergraduate field experience, and collaborative STEM education networks.

Kari has a Ph.D. in Forestry with a minor in soils from the University of Wisconsin-Madison and a B.A. degree in Biology from Gustavus Adolphus College in St. Peter, MN.