Community science projects offered in urban areas may be particularly effective at addressing environmental problems and engaging people in science, especially individuals whose identities have historically been underrepresented in the field. In this project, we worked with individuals from a racially diverse, low‐income community in San Diego, California to conduct community science to: 1) test a conceptual program model aimed at engaging diverse communities in science, and 2) contribute to scientific knowledge about the inputs and accumulations of trash in an urban watershed. While the program model did well at bolstering environmental stewardship, recruitment, and short‐term retention of community members as project participants, it was not as effective at building science understanding, interest in science, and awareness of doing science, indicating a need for a mindset approach. Despite this, the data collected by the community between 2014–2018 revealed in‐depth information about the spatial and temporal distributions of trash, including the identification of three main debris inputs: encampments, illegal dumping, and storm drain flows, as well as the validation of global trends of a predominance of plastics across waterways and through time. In a few instances, community stewards became community scientists—the quantity and quality of data collected improved, and community members presented results to authorities who responded with concordant management actions (e.g., help with cleanups, outreach to unhoused communities). Based on project outcomes, our revised community science program model includes a focus on strengthening a science mindset, in which even short‐term science interventions that improve the recognition of science, a sense of belonging, and access to mentorship may have meaningful long‐lasting effects on increased participation in science.
The Need for Student Engagement: The Need for Student Engagement
- Award ID(s):
- 1748533
- NSF-PAR ID:
- 10128450
- Date Published:
- Journal Name:
- New Directions for Teaching and Learning
- Volume:
- 2018
- Issue:
- 154
- ISSN:
- 0271-0633
- Page Range / eLocation ID:
- 21 to 31
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract -
Research on students’ engagement suggests that epistemic affect--that is, the feelings and emotions experienced in the epistemic work of making sense of phenomena-- should be recognized as a central component of meaningful disciplinary engagement in science. These feelings and emotions are not tangential by-products, but are essential components of disciplinary engagement. Yet, there is still much to understand about how educators can attend and respond to students’ emotions in ways that support disciplinary engagement in science. To inform these efforts, we follow one high school Biology teacher, Amelia, to answer the following question: How does Amelia attend to and support her students’ emotions in ways that support their disciplinary engagement? Data examined include teacher interviews and classroom recordings of two multi-day science lessons. We found that the teacher worked to support her students’ emotions in moments of uncertainty in at least two ways: (1) by attending to these emotions directly, and (2) by sharing her personal experiences and feelings in engaging in similar activities as a science learner. We describe how Amelia made herself vulnerable to students, describing her own struggles in making sense of phenomena, in turn supporting her students to normalize these experiences as part of doing science.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1002/tl.20288
