skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • NSF Public Access
  • Search Results
  • How Can Participating in a Forest Community and Citizen Science Program Support Elementary School Students’ Understanding of Socio-Ecological Systems?
Title: How Can Participating in a Forest Community and Citizen Science Program Support Elementary School Students’ Understanding of Socio-Ecological Systems?
In the face of the climate crisis, sustainability education must include a focus on understandings of socio-ecological systems (SES) and applying systems thinking (ST) skills. This study investigates a Community and Citizen Science (CCS) program designed for elementary school students to collect forest data to better understand their SES and gain insights into wildfire management in a California region recently ravaged by wildfires. We examine the development of fourth-grade students’ systems thinking skills and understandings of SES, seeing these as crucial components toward fostering agency with science to support climate resilience. We found that students were capable of recognizing the intricate impacts of wildfires on interconnected human and ecological systems and demonstrated varying levels of proficiency in systems thinking skills. This place-based CCS program cultivated knowledge and skills in young learners that may contribute to better socio-ecological resilience and proactive sustainability efforts.  more » « less
Award ID(s):
1908670 1908915
PAR ID:
10557047
Author(s) / Creator(s):
; ; ; ; ; ; ; ; ;
Publisher / Repository:
MDPI
Date Published:
Journal Name:
Sustainability
Volume:
15
Issue:
24
ISSN:
2071-1050
Page Range / eLocation ID:
16832
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; ; ; ; ; ; ; et al (, Ecosphere)
    Abstract During the 21st century, human–environment interactions will increasingly expose both systems to risks, but also yield opportunities for improvement as we gain insight into these complex, coupled systems. Human–environment interactions operate over multiple spatial and temporal scales, requiring large data volumes of multi‐resolution information for analysis. Climate change, land‐use change, urbanization, and wildfires, for example, can affect regions differently depending on ecological and socioeconomic structures. The relative scarcity of data on both humans and natural systems at the relevant extent can be prohibitive when pursuing inquiries into these complex relationships. We explore the value of multitemporal, high‐density, and high‐resolution LiDAR, imaging spectroscopy, and digital camera data from the National Ecological Observatory Network’s Airborne Observation Platform (NEON AOP) for Socio‐Environmental Systems (SES) research. In addition to providing an overview of NEON AOP datasets and outlining specific applications for addressing SES questions, we highlight current challenges and provide recommendations for the SES research community to improve and expand its use of this platform for SES research. The coordinated, nationwide AOP remote sensing data, collected annually over the next 30 yr, offer exciting opportunities for cross‐site analyses and comparison, upscaling metrics derived from LiDAR and hyperspectral datasets across larger spatial extents, and addressing questions across diverse scales. Integrating AOP data with other SES datasets will allow researchers to investigate complex systems and provide urgently needed policy recommendations for socio‐environmental challenges. We urge the SES research community to further explore questions and theories in social and economic disciplines that might leverage NEON AOP data. 
    more » « less
  2. ; ; ; ; (, PLOS One)
    Deniz, Elif Ulutaş (Ed.)
    Effective science communication and stakeholder engagement are crucial skills for climate scientists, yet formal training in these areas remains limited in graduate education. The National Science Foundation Research Traineeship (NRT) at Auburn University (AU) addresses this gap through an innovative program combining science communication training with co-production approaches to enhance climate resiliency of built, natural, and social systems within the Southeastern United States (US). This paper evaluates the effectiveness of two novel graduate-level courses: one focused on science communication for non-technical audiences and another combining co-production methods with practical internship experience. Our research employed a mixed-methods approach, including a comprehensive analysis of course catalogs from 146 research-intensive universities and qualitative assessment of student experiences through surveys and descriptive exemplars. Analysis revealed that AU’s NRT program is unique among peer institutions in offering both specialized science communication training and co-production internship opportunities to graduate students across departments. Survey data from 11 program participants and detailed case studies of three program graduates demonstrated significant professional development benefits. Key outcomes included enhanced stakeholder engagement capabilities, improved science communication skills, and better preparation for both academic and non-academic careers. These findings suggest that integrating structured science communication training with hands-on co-production experience provides valuable preparation for climate scientists. The success of AU’s program model indicates that similar curriculum structures could benefit graduate programs nationwide, particularly in preparing students to effectively communicate complex scientific concepts to diverse audiences and engage with stakeholders in climate resilience efforts. 
    more » « less
  3. ; ; ; (, Frontiers in Education)
    Research on socio-scientific issues (SSI) has revealed that it is critical for learners to develop a systematic understanding of the underlying issue. In this paper, we explore how modeling can facilitate students’ systems thinking in the context of SSI. Building on evidence from prior research in promoting systems thinking skills through modeling in scientific contexts, we hypothesize that a similar modeling approach could effectively foster students’ systematic understanding of complex societal issues. In particular, we investigate the affordances of socio-scientific models in promoting students’ systems thinking in the context of COVID-19. We examine learners’ experiences and reflections concerning three unique epistemic features of socio-scientific models, (1) knowledge representation, (2) knowledge justification, and (3) systems thinking. The findings of this study demonstrate that, due to the epistemic differences from traditional scientific modeling approach, engaging learners in developing socio-scientific models presents unique opportunities and challenges for SSI teaching and learning. It provides evidence that, socio-scientific models can serve as not only an effective but also an equitable tool for addressing this issue. 
    more » « less
  4. ; ; ; ; ; ; ; ; ; ; et al (, Sustainability)
    null (Ed.)
    Systems thinking (ST) skills are often the foundation of sustainability science curricula. Though ST skill sets are used as a basic approach to reasoning about complex environmental problems, there are gaps in our understanding regarding the best ways to promote and assess ST learning in classrooms. Since ST learning provides Science, Technology, Engineering, and Mathematics (STEM) students’ important skills and awareness to participate in environmental problem-solving, addressing these gaps is an important STEM learning contribution. We have created guidelines for teaching and measuring ST skills derived from a hybrid of a literature review and through case study data collection. Our approach is based on semi-quantitative cognitive mapping techniques meant to support deep reasoning about the complexities of social–ecological issues. We begin by arguing that ST should be evaluated on a continuum of understanding rather than a binary of correct/incorrect or present/absent. We then suggest four fundamental dimensions of teaching and evaluating ST which include: (1) system structure, (2) system function, (3) identification of leverage points for change, and (4) trade-off analysis. Finally, we use a case study to show how these ideas can be assessed through cognitive maps to help students develop deep system understanding and the capacity to propose innovative solutions to sustainability problems. 
    more » « less
  5. ; ; (, Research in Science Education)
    In response to the growing emphasis on addressing global socio-scientific issues like climate change and viral pandemics in K-12 education, we designed three socio-scientific units for middle school science. We call this curriculum Grand Challenges (GC). The GC curriculum shifts from traditional methods to a focus on socio-scientific issues that resonate locally and globally and prepare students for future complexities. GC is a response to the evolving landscape of science education which emphasizes transformative, future-focused approaches that engage students with science content through contextualized, disciplinary practices. This study explores the implementation of the GC curriculum by two teachers, highlighting their choices and the impact on instruction. The findings reveal the crucial role of teachers in actualizing innovative curricula, the challenges of adopting new practices, and the need for robust support systems. This work contributes to understanding how to effectively integrate socio-scientific issues into science education, fostering critical thinking and global citizenship among students. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email