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We investigated youth participation in three Community and Citizen Science (CCS) programs led by natural history museums in out-of-school settings. Using second generation Activity Theory, we looked at repeated participation over time, collecting and then qualitatively analyzing ethnographic fieldnote observations on focal youth participation and components of the activity systems. We found each program provided multiple and unique access points for youth to participate in environmental science. Further, when facilitators emphasized the scientific goals of the programs clearly and repeatedly, youth participation in the scientific processes of the CCS programs deepened. Access to scientific tools, facilitation in using them, and repeatedly applying them in authentic research, enabled youth to participate in different aspects of CCS, from exploring to submitting biological data. Repeated participation in CCS activities provided the opportunities for youth to try the same type of participation multiple times (intensification), as well as provided the opportunity for youth to try different types of participation (diversification). Our findings suggest that repeated participation in authentic scientific research in CCS contexts fosters youth development of new roles and possible development of environmental science identities.
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Connecting Youth Using Arctic Mystery-Themed Kits.
Climate change is affecting Polar Regions at a greater rate than other parts of the planet and bringing information about Polar Regions to learners in informal settings is an integral part of increasing polar literacy. Inspired by escape rooms and mystery-themed materials that have increased in popularity over recent years and necessitated by disruptions during the pandemic, the Arctic Mystery engaged youth in small groups by challenging them to work together to make claims based on evidence and reasoning. This CSI-style kit features Arctic ecology, geography, and local connections as well as scientific data, research materials, and field research as content through which youth solve the mystery of a scientist’s disappearance. Preliminary results from virtual user-testing indicate high engagement throughout the six-session program. Further testing is required to determine whether the kit is associated with gains in self-reported scientific identity, fascination in science, and valuing science. The kit’s versatile format may be successful in other formats, including asynchronous and in-person settings.
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- Award ID(s):
- 1906929
- PAR ID:
- 10411605
- Date Published:
- Journal Name:
- Journal of STEM outreach
- Volume:
- 5
- Issue:
- 1
- ISSN:
- 2576-6767
- Page Range / eLocation ID:
- 1-12
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
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- The DOI is not currently available.
