Examining youth participation in ongoing community and citizen science programs in 3 different out-of-school settings

被引:10
作者
Khanaposhtani, Maryam Ghadiri [1 ]
Ballard, Heidi L. [1 ]
Lorke, Julia [2 ,4 ]
Miller, Annie E. [3 ]
Pratt-Taweh, Sasha [4 ]
Jennewein, Jessie [5 ,6 ]
Robinson, Lucy D. [4 ]
Higgins, Lila [5 ,6 ]
Johnson, Rebecca F. [3 ]
Young, Alison N. [3 ]
Pauly, Gregory B. [5 ,6 ]
Lahnstein, Ana I. Benavides [4 ]
机构
[1] Univ Calif Davis, Sch Educ, 1 Shields Ave, Davis, CA 95616 USA
[2] IPN Leibniz Inst Sci & Math Educ, Nat Hist Museum, Kiel, Germany
[3] Calif Acad Sci, San Francisco, CA 94118 USA
[4] Angela Marmt Ctr UK Biodivers, Nat Hist Museum, London, England
[5] Nat Hist Museum Los Angeles Cty, Community Sci Off, Los Angeles, CA USA
[6] Nat Hist Museum Los Angeles Cty, Urban Nat Res Ctr, Los Angeles, CA USA
基金
英国惠康基金; 美国国家科学基金会; 英国经济与社会研究理事会;
关键词
Informal science education; citizen science; participation; activity theory; ENVIRONMENTAL-EDUCATION; SITUATIONAL INTEREST; ADAPTIVE CAPACITY; STUDENTS; RESILIENCE; ENGAGEMENT; ATTITUDES; FUTURE; WORLD; TOOL;
D O I
10.1080/13504622.2022.2078480
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
We investigated youth participation in three Community and Citizen Science (CCS) programs led by natural history museums in out-of-school settings. Using second generation Activity Theory, we looked at repeated participation over time, collecting and then qualitatively analyzing ethnographic fieldnote observations on focal youth participation and components of the activity systems. We found each program provided multiple and unique access points for youth to participate in environmental science. Further, when facilitators emphasized the scientific goals of the programs clearly and repeatedly, youth participation in the scientific processes of the CCS programs deepened. Access to scientific tools, facilitation in using them, and repeatedly applying them in authentic research, enabled youth to participate in different aspects of CCS, from exploring to submitting biological data. Repeated participation in CCS activities provided the opportunities for youth to try the same type of participation multiple times (intensification), as well as provided the opportunity for youth to try different types of participation (diversification). Our findings suggest that repeated participation in authentic scientific research in CCS contexts fosters youth development of new roles and possible development of environmental science identities.
引用
收藏
页码:1730 / 1754
页数:25
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