Connected Climate Change Learning Through Citizen Science

Graphical Abstract

Educators in rural Alaska assessed and implemented effective strategies for Indigenous youth in rural Alaska to use GLOBE (Global Learning and Observations to Benefit the Environment), a K-12 classroom learning program, to study local changes in climate.

Abstract

Citizen science offers significant potential to address pressing climate change issues in communities across multiple scales. Citizen science, often defined as a partnership between the public and professional scientists to conduct research using standardized protocols, encompasses projects that, for example, allow individuals to learn about climate change and the scientific process, or provide critical data sets for local decision-making or large-scale scientific priorities (Jordan, Ballard, and Phillips 2012). Citizen science also provides opportunities to connect in-school climate change learning to informal learning environments, and empower K–12 students, informal science learners, and community leaders to collaborate on important climate change issues. For collaboration across these diverse audiences to be effective and truly increase the capacity of a community to respond to climate change issues, the needs and priorities of each group must be identified and addressed in the design of the citizen science project.

Keywords:

• Informal Education

Supplemental Material

Acknowledgments

We thank C. Fabbri, D. Jones, C. Gho, M. Stewart, S. Via, M. Bacsujlaky, B. Murray, and K. Wegner for thoughtful and constructive conversation that led to this article. The Arctic and Earth SIGNs project is supported by NASA under Award No. NNX16AC52A. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of NASA. Primary project collaborators include the University of Alaska Fairbanks, the Association of Interior Native Educators, 4-H Alaska, the GLOBE Implementation Office, NASA’s Langley Research and Goddard Space Flight Centers, and the NASA Science Mission Directorate STEM Education Activation Collective.

Author Contributions

Katie V. Spellman ([email protected]) is a research associate at the University of Alaska Fairbanks International Arctic Research Center in Fairbanks, Alaska.

Elena B. Sparrow ([email protected]) is director of education and outreach at the University of Alaska Fairbanks International Arctic Research Center in Fairbanks, Alaska.

Malinda J. Chase ([email protected]) is executive director at the Association of Interior Native Educators and tribal liaison at the Aleutians Pribilof Islands Association and the Alaska Climate Science Center, all in Fairbanks, Alaska.

Angela Larson ([email protected]) is principal consultant at the Goldstream Group in Fairbanks, Alaska.

Kelly Kealy ([email protected]) is evaluation consultant at the Goldstream Group in Fairbanks, Alaska.

Additional information

Notes on contributors

Katie V. Spellman

Katie V. Spellman ([email protected]) is a research associate at the University of Alaska Fairbanks International Arctic Research Center in Fairbanks, Alaska.

Elena B. Sparrow

Elena B. Sparrow ([email protected]) is director of education and outreach at the University of Alaska Fairbanks International Arctic Research Center in Fairbanks, Alaska.

Malinda J. Chase

Malinda J. Chase ([email protected]) is executive director at the Association of Interior Native Educators and tribal liaison at the Aleutians Pribilof Islands Association and the Alaska Climate Science Center, all in Fairbanks, Alaska.

Angela Larson

Angela Larson ([email protected]) is principal consultant at the Goldstream Group in Fairbanks, Alaska.

Kelly Kealy

Kelly Kealy ([email protected]) is evaluation consultant at the Goldstream Group in Fairbanks, Alaska.