This study was conducted in a museum-based lab setting where scientists research the genetics of taste. Unlike academic labs with graduate students, the museum lab model trains volunteers (community scientists) who are (in true citizen science fashion) primarily responsible for enrolling museum guests into clinical studies; thus, they collect the bulk of the data for the research. Like most public participation in science research, the non-professional contributions have historically been largely limited to data collection; however, this study shows the power of invitations and structured opportunities for expanded participation among citizen scientists in a wider range of science practices. Through interpretive case study research, we examine how community scientists exercise agency and respond to opportunities for expanded participation in scientific practices including study design, data analysis, and dissemination of scientific findings through work on scientific articles. The case study research findings show that providing opportunities for involvement is only part of what accounts for community scientists' expanded participation. Dialogic negotiation of participation is also necessary, through bids and responses to bids, and through proffered guidance and scaffolding. Committed involvement thus entails deep cultivation and nurturing by both the museum staff, and at times, other more knowledgeable volunteers. Expanded participation is also bolstered by one's capacity, motives for, and satisfactions from pursuing those opportunities that align with past, present, or future interests and identifications. Such interests and identifications contribute to community scientists' willingness to overcome barriers and time constraints when they arise.
There is a lot going on in introductory undergraduate science classrooms. Students bring their culture, background, and previous science experiences; instructors bring their knowledge, attitudes, and experience in science and in teaching. Students are there for a variety of reasons, and a substantial proportion will become K-12 teachers: that introductory course may be their primary science experience as an adult learner. How future teachers learn science is of critical importance to how they teach science, but few college science classes reflect the vision of the 2012 Framework for K-12 Science Education, in which "students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas" (p. 217). The vision of the Teaching with Investigation and Design in Science (TIDeS) project is that future teachers will learn science as undergraduates the way they are expected to teach science in the K-12 classroom: engaging all students in science investigation and engineering design in a discourse-filled, context-rich, inclusive learning process. TIDeS seeks to catalyze transformation of introductory science courses by supporting faculty in the development and implementation of highquality, rigorously tested, inclusive curricular materials that focus investigation and design. The project has two broad research questions: (1) How do the beliefs and practices of instructors change with developing and/or implementing new curricular materials? (2) What is the impact of the use of these new materials on diverse students? To address these questions, the TIDeS team developed a suite of research probes aligned with the project's guiding principles and with each other (see figure). The probes include a semi-structured, pre-/post-faculty interview, a quantitative and qualitative classroom observation protocol, a pre-/post-student survey, a syllabus rubric, and rubrics for the curricular materials and student readings. Our preliminary data suggest that, in combination, the probes will provide a holistic picture of what teaching with investigation and design in introductory college-level science courses looks like, how it differs from an active learning classroom, and how it can support the preparation of future teachers.
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