Participatory science, often called citizen science, allows K-12 students to make meaningful contributions to scientific research. It’s a fantastic way for them to learn about scientific concepts and become actively involved in the scientific community. However, teachers face some challenges in introducing these projects, including limited time for science classes and a lack of structured science curricula.
For four years, Sarah Carrier, a professor of science education, has teamed up with Horizon Research, Inc. and the North Carolina Museum of Natural Sciences. They’ve been working on a research project aimed at helping teachers incorporate participatory science into their classrooms. This initiative provides resources and professional development so that teachers can align these projects with existing science goals and standards.
One outcome of this collaboration is an article titled “An Emerging Theory of School-Based Participatory Science.” This article highlights how the team has connected fifth-grade teachers with participatory science opportunities across North Carolina. It also proposes a new theory on effectively implementing these projects in schools.
Participatory science serves a dual purpose: it helps scientists gather valuable data while offering students hands-on experience that includes making observations, collecting data, analyzing information, and understanding real-world science.
The focus of the project has been on two specific participatory science activities. The Community Collaborative for Rain, Hail, and Snow (CoCoRaHS) involves students taking daily precipitation measurements. The Lost Ladybug Project encourages students to search for ladybugs and collect data on different species found in their school yards.
During the first year, the research team collaborated with teachers to create support materials. These were tested in classrooms and refined based on feedback in the second year. By the end of the research period, about 50 teachers had actively used these materials over one or two school years.
The recently published article includes insights from three educators who implemented the participatory science projects. Their experiences shed light on the proposed theory of school-based participatory science, described as a “four-legged stool.” Each “leg” signifies a crucial element for success: the science project itself, the teacher, the school context, and the supportive materials provided to teachers.
For instance, a teacher’s attitude toward science can significantly influence how they present these projects to their students. Additionally, school priorities can limit the time available for data collection and analysis, impacting how effectively students engage with scientific practices. Designing materials that align with curriculum standards and support both teachers’ content knowledge and teaching methods can enhance the experience for everyone involved.
The article ends with suggestions for participatory science project designers. It’s vital to involve teachers in the planning process to leverage their expertise and understanding of their school environments. By doing this, we can create projects that are more accessible and effective in the classroom.
“By considering these four factors, we can make participatory science more friendly for teachers and their students,” Carrier noted. She expressed enthusiasm for continuing to learn from various educators and sharing their emerging theory with the broader community to improve science education for students.
