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Community and citizen science on climate change-influenced topics offers a way for participants to actively engage in understanding the changes and documenting the impacts. As in broader climate change education, a focus on the negative impacts can often leave participants feeling a sense of powerlessness. In large scale projects where participation is primarily limited to data collection, it is often difficult for volunteers to see how the data can inform decision making that can help create a positive future. In this paper, we propose and test a method of linking community and citizen science engagement to thinking about and planning for the future through scenarios story development using the data collected by the volunteers. We used a youth focused wild berry monitoring program that spanned urban and rural Alaska to test this method across diverse age levels and learning settings. Using qualitative analysis of educator interviews and youth work samples, we found that using a scenario stories development mini-workshop allowed the youth to use their own data and the data from other sites to imagine the future and possible actions to sustain berry resources for their communities. This process allowed youth to exercise key cognitive skills for sustainability, including systems thinking, futures thinking, and strategic thinking. The analysis suggested that youth would benefit from further practicing the skill of envisioning oneself as an agent of change in the environment. Educators valued working with lead scientists on the project and the experience for youth to participate in the interdisciplinary program. They also identified the combination of the berry data collection, analysis and scenarios stories activities as a teaching practice that allowed the youth to situate their citizen science participation in a personal, local and cultural context. The majority of the youth groups pursued some level of stewardship action following the activity. The most common actions included collecting additional years of berry data, communicating results to a broader community, and joining other community and citizen science projects. A few groups actually pursued solutions illustrated in the scenario stories. The pairing of community and citizen science with scenario stories development provides a promising method to connect data to action for a sustainable and resilient future.
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Citizen science across ages, cultures, and learning environments in Alaska
Building community with rural and underrepresented groups has been a challenge in the field of citizen science. At the University of Alaska Fairbanks, a team of scientists, educators, Extension professionals, and evaluators have joined efforts to take on this challenge across Alaska. The goals for Arctic Harvest-Public Participation in Scientific Research are to: 1) investigate how shifts in environmental conditions affect the fate of subsistence berries and timing of berry loss from plants in fall and winter across Alaska; and 2) improve the participation in and effectiveness of citizen science across diverse audiences, particularly at high latitudes where a high proportion of communities have populations underrepresented in STEM. We present the assets that collaboration across a land grant university brought to the table, and the Winterberry Citizen Science program design elements we have developed to engage our 1080+ volunteer berry citizen scientists ages three through elder across urban and rural, Indigenous and non-Indigenous, and formal and informal learning settings. Our interdisciplinary team developed and implemented a program that provides in-person or online support for berry monitoring and data collection, and accommodates different age levels and settings. We also developed and tested an innovative program model that weaves storytelling throughout the citizen science learning cycle, from berries stories from the larger community, to stories of the citizen science process, to stories developed from berry data being collected and applied to future scenarios in a changing climate. The variety of program modifications we created have been highly effective helping reach a variety of settings and age levels. In both informal and formal learning environments in our first two years of the program we have had 568 pre-K and elementary-aged (age 3-12), 424 secondary-aged (age 12-18) youth participants and 107 adults (ages 18+), with 44% of participants coming from groups underrepresented in STEM, and 100% of groups completing berry monitoring throughout the fall. These results highlight the importance of designing the citizen science program with cultural relevance, program delivery options, and relationships between participants and scientists, while remaining committed to making a substantial scientific contribution.
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- Award ID(s):
- 1713156
- PAR ID:
- 10433987
- Date Published:
- Journal Name:
- Rural connections
- Volume:
- 13
- Issue:
- 1
- ISSN:
- 2443-731X
- Page Range / eLocation ID:
- 25-28
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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