The Affordances of Different Types of Online Citizen Science Projects for Supporting Primary Students to Develop Science Capabilities
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| Title: | The Affordances of Different Types of Online Citizen Science Projects for Supporting Primary Students to Develop Science Capabilities |
|---|---|
| Language: | English |
| Authors: | Cathy Buntting (ORCID |
| Source: | International Journal of Science Education, Part B: Communication and Public Engagement. 2025 15(3):398-414. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Affordances, Online Courses, Citizen Participation, Science Projects, Elementary School Students, Elementary School Science, Science Process Skills, Skill Development, Scientific Principles, Science Education, Foreign Countries, Data Analysis, Scientific Literacy, Science Curriculum, Science Instruction, Teaching Methods, Science Teachers |
| Geographic Terms: | New Zealand |
| DOI: | 10.1080/21548455.2025.2471049 |
| ISSN: | 2154-8455 2154-8463 |
| Abstract: | This paper presents empirical evidence from research carried out in New Zealand by a research-practice partnership (RPP) that included school teachers, teacher professional learning providers, and researchers in science education, technology education, and information systems. The RPP worked together from 2018-2023 to investigate the affordances of online citizen science (OCS) projects for supporting school students' science learning. OCS projects were defined as a subset of citizen science projects where at least part of the contribution is mediated via the Internet. This paper presents two exemplary case studies to demonstrate the affordances of two different types of OCS projects to support primary school students' science capabilities: one OCS where data are provided by the project and participants contribute to the data analysis, and one where the data are collected and uploaded by the participants. Our findings identify features of OCS projects that support the development of students' science capabilities when contributing to OCS projects that are strategically embedded within wider units of learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484634 |
| Database: | ERIC |
| Abstract: | This paper presents empirical evidence from research carried out in New Zealand by a research-practice partnership (RPP) that included school teachers, teacher professional learning providers, and researchers in science education, technology education, and information systems. The RPP worked together from 2018-2023 to investigate the affordances of online citizen science (OCS) projects for supporting school students' science learning. OCS projects were defined as a subset of citizen science projects where at least part of the contribution is mediated via the Internet. This paper presents two exemplary case studies to demonstrate the affordances of two different types of OCS projects to support primary school students' science capabilities: one OCS where data are provided by the project and participants contribute to the data analysis, and one where the data are collected and uploaded by the participants. Our findings identify features of OCS projects that support the development of students' science capabilities when contributing to OCS projects that are strategically embedded within wider units of learning. |
|---|---|
| ISSN: | 2154-8455 2154-8463 |
| DOI: | 10.1080/21548455.2025.2471049 |
