Audience Matters: The Role of Outside Audiences on Youth Experiences in Citizen Science Projects

Citizen science is rapidly being incorporated into youth development and science learning efforts, in both school and out-of-school settings, but very little research has addressed the unique ways youth-focused citizen science... [ view full abstract ]

Citizen science is rapidly being incorporated into youth development and science learning efforts, in both school and out-of-school settings, but very little research has addressed the unique ways youth-focused citizen science programs meet the multiple goals of rigorous science and quality education. Among many factors that can influence participant learning, one that makes citizen science unique is the presence of an outside audience for students’ work. As part of a larger research study focused on science and environmental learning and youth development through citizen science, we present early findings on the particular role that having an “outside audience” plays in delivery and experiences of youth-focused citizen science. This may be a scientist or resource manager who uses the data, but in some sites may involve other professionals or community members. We therefore specifically ask: What affordances and constraints does an outside audience provide? What, if any, are the differences between school-based and out-of-school settings?

To answer these questions, we present in-depth observation and pre- and post- interview data from two cases that had both school- and community-based components across multiple sites around the San Francisco Bay Area (one coastal monitoring and one air and water quality monitoring). We found that the nature of the outside audiences can strongly influence how youth approach their citizen science projects and what they take away from their experiences. Educators and youth presented their findings to their audiences in creative ways, from submitting data for scientists and managers, writing blog posts, presenting at professional conferences, and sharing information with community groups, parents, friends, and passers-by.

Our findings have implications for the design and evaluation of youth-focused citizen science, specifically regarding the impacts and difficulties of having an authentic audience for youth scientific work, differences between in school and out-of-school settings, and practical suggestions for learning.