Grounding a Program Theory to Enable Authentic Inquiry through Citizen Science

Citizen Science programs are well-suited to immerse youth and adults in science practice. However, designing citizen science-based education programs that fully engage young participants in authentic science inquiry is a... [ view full abstract ]

Citizen Science programs are well-suited to immerse youth and adults in science practice. However, designing citizen science-based education programs that fully engage young participants in authentic science inquiry is a complicated challenge. This presentation will describe how grounded theory research can be used to define and understand these program models, and guide program evaluation. The Driven to Discover: Enabling Authentic Inquiry through Citizen Science project (D2D), funded by the National Science Foundation, demonstrates potential for this approach to identify factors that provoke authentic inquiry by youth/adult research teams using citizen science experiences. During this five-year project, Extension staff have trained and supported a purposeful mix of citizen science research teams, using a flexible curriculum aimed at enabling youth to conduct their own ecological investigations. Researchers systematically observed these teams. They collected written reports from adult leaders and scientists that describe team goals, activities, and experiences. Youth and adult team members also participated in focus group discussions about their experiences. Through a deductive coding approach, researchers are analyzing these data to build understanding of elements that worked well and challenged the citizen science research teams. Preliminary analysis describes citizen science as a rich environment for sparking science inquiry. The program setting/situation, design/structure, and team characteristics are the roots from which authenticity and engagement can grow into inquiry. Research teams can pull from their programmatic roots on 14 key elements, which serve as nutrients to fuel the growth. Some of these elements interact to strengthen or weaken engagement and authenticity. So, teams must balance focus on both engagement and authenticity. Too much focus on either can hinder authentic inquiry for youth participants. The grounded theory approach is proving useful for D2D staff in articulating and improving their education program, and evaluation.