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IntroductionElementary teachers face many challenges when including reform-based science instruction in their classrooms, and some teachers have chosen to enhance their science instruction by introducing students to citizen science (CS) projects. When CS projects are incorporated in formal school settings, students have an opportunity to engage in real-world projects as they collect and make sense of data, yet relatively few CS projects offer substantial guidance for teachers seeking to implement the projects, placing a heavy burden on teacher learning. MethodsFramed in theory on teacher relationships with curricula, we prepared science standards-aligned educative support materials for two CS projects. We present convergent mixed methods research that examines two teachers’ contrasting approaches to including school-based citizen science (SBCS) in their fifth-grade classrooms, each using support materials for one of the two CS projects. Both are veteran teachers at under-resourced Title 1 (an indicator of the high percentage of the students identified as economically disadvantaged) rural schools in the southeastern United States. We document the teachers’ interpretations and use of SBCS materials for the CS projects with data from classroom observations, instructional logs, teacher interviews, and student focus groups. ResultsOne teacher adapted the materials to include scaffolding to position students for success in data collection and analysis. In contrast, the second teacher adapted the SBCS support materials to maintain a teacher-centered approach to instruction, identifying perceptions of students’ limited abilities and limited instructional time as constraining factors. DiscussionWe discuss the intersection of CS projects in formal education and opportunities for engaging students in authentic science data collection, analysis, and sense-making. The two teachers’ stories identify the influences of school context and the need for teacher support to encourage elementary teachers’ use of SBCS instruction to supplement their science instruction.
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This content will become publicly available on January 8, 2027
Incorporating Participatory Science in Elementary Schools: Teacher and Student Experiences with Outdoor Learning
Science instruction in elementary school provides a base for student understanding of the natural world, yet policies prioritizing mathematics and reading have marginalized science. In response, some teachers have enhanced their science instruction by introducing students to participatory science (PS) projects. Using data from a larger study that examines the development of educative support materials for two existing PS projects, this embedded mixed methods study focuses on teachers’ and students’ experiences learning outdoors. We compare teachers’ weekly log data, surveys, interviews, observations, and student focus groups to document teachers’ applications of PS in their science classrooms and outdoors. Teachers report benefits (e.g., purposeful science learning) and challenges (e.g., time constraints, testing pressure) of implementing outdoor PS projects. Teacher and student data document cognitive and affective benefits of students’ participation. Implications support the potential for PS projects that include schoolyard activities to supplement elementary science teaching and learning.
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- Award ID(s):
- 2009212
- PAR ID:
- 10658861
- Editor(s):
- Feille, K; Pleasants, J; Velasco, R
- Publisher / Repository:
- International Consortium for Research in Science and Mathematics Education
- Date Published:
- Journal Name:
- Electronic journal for research in science mathematics education
- Volume:
- 29
- Issue:
- 4
- ISSN:
- 2692-241X
- Page Range / eLocation ID:
- 81-101
- Subject(s) / Keyword(s):
- participatory science citizen science elementary school outdoor education schoolyard
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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