January 21st, 2016 | RESEARCH
Citizen science has proven useful in advancing scientific research, but participant learning outcomes are not often assessed. This case study describes the implementation and tailoring of an in-depth assessment of the educational impact of two citizen science projects in an undergraduate, general education course. Mixed-methods assessment of citizen science within a college classroom demonstrates that public participation in scientific research can positively alter attitudes towards science. The timing and type of assessments yielded significantly different results and qualitative assessment provided depth and context. However, disentangling the impact of the course from participation in the projects is the biggest challenge.
Document
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Team Members
Tyler Vitone, Author, University of FloridaKathryn Stofer, Author, University of Florida
M. Sedonia Steninger, Author, University of Florida
Jiri Hulcr, Author, University of Florida
Robert Dunn, Author, North Carolina State University
Andrea Lucky, Author, University of Florida
Citation
Identifier Type: ISSN
Identifier: 1824-2049
Publication: Journal of Science Communication
Volume: 15
Number: 1
Related URLs
Tags
Audience: Evaluators | Learning Researchers | Scientists | Undergraduate | Graduate Students
Discipline: Ecology | forestry | agriculture | Life science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Citizen Science Programs | Higher Education Programs | Informal | Formal Connections | Public Programs