ABSTRACT. Members of the public participate in scientific research in many different contexts, stemming from traditions as varied as participatory action research and citizen science. Particularly in conservation and natural resource management contexts, where research often addresses complex social-ecological questions, the emphasis on and nature of this participation can significantly affect both the way that projects are designed and the outcomes that projects achieve. We review and integrate recent work in these and other fields, which has converged such that we propose the term public participation in scientific research (PPSR) to discuss initiatives from diverse fields and traditions. We describe three predominant models of PPSR and call upon case studies suggesting that-regardless of the research context-project outcomes are influenced by (1) the degree of public participation in the research process and (2) the quality of public participation as negotiated during project design. To illustrate relationships between the quality of participation and outcomes, we offer a framework that considers how scientific and public interests are negotiated for project design toward multiple, integrated goals. We suggest that this framework and models, used in tandem, can support deliberate design of PPSR efforts that will enhance their outcomes for scientific research, individual participants, and social-ecological systems.

Citizen-science programs are often touted as useful for advancing conservation literacy, scientific knowledge, and increasing scientific-reasoning skills among the public. Guidelines for collaboration among scientists and the public are lacking and the extent to which these citizen-science initiatives change behavior is relatively unstudied. Over two years, we studied 82 participants in a three-day program that included education about non-native invasive plants and collection of data on the occurrence of those plants. Volunteers were given background knowledge about invasive plant ecology and trained on a specific protocol for collecting invasive plant data. They then collected data and later gathered as a group to analyze data and discuss responsible environmental behavior with respect to invasive plants. We tested whether participants without experience in plant identification and with little knowledge of invasive plants increased their knowledge of invasive species ecology, participation increased knowledge of scientific methods, and participation affected behavior. Knowledge of invasive plants increased on average 24%, but participation was insufficient to increase understanding of how scientific research is conducted. Participants reported increased ability to recognize invasive plants and increased awareness of effects of invasive plants on the environment, but this translated into little change in behavior regarding invasive plants. Potential conflicts between scientific goals, educational goals, and the motivation of participants must be considered during program design.

Various tools and methods are used in participatory modelling, at different stages of the process and for different purposes. The diversity of tools and methods can create challenges for stakeholders and modelers when selecting the ones most appropriate for their projects. We offer a systematic overview, assessment, and categorization of methods to assist modelers and stakeholders with their choices and decisions. Most available literature provides little justification or information on the reasons for the use of particular methods or tools in a given study. In most of the cases, it seems that the prior experience and skills of the modelers had a dominant effect on the selection of the methods used. While we have not found any real evidence of this approach being wrong, we do think that putting more thought into the method selection process and choosing the most appropriate method for the project can produce better results. Based on expert opinion and a survey of modelers engaged in participatory processes, we offer practical guidelines to improve decisions about method selection at different stages of the participatory modeling process.

Citizen science can make major contributions to informal science education by targeting participants' attitudes and knowledge about science while changing human behavior towards the environment. We examined how training associated with an invasive species citizen science program affected participants in these areas. We found no changes in science literacy or overall attitudes between tests administered just before and after a one-day training program, matching results from other studies. However, we found improvements in science literacy and knowledge using context-specific measures and in self-reported intention to engage in pro-environmental activities. While we noted modest change in knowledge and attitudes, we found comparison and interpretation of these data difficult in the absence of other studies using similar measures. We suggest that alternative survey instruments are needed and should be calibrated appropriately to the pre-existing attitudes, behavior, and levels of knowledge in these relatively sophisticated target groups.

Summary Processing in cortical circuits is driven by combinations of cortical and subcortical inputs. These inputs are often conceptually categorized as bottom-up, conveying sensory information, and top-down, conveying contextual information. Using intracellular recordings in mouse primary visual cortex, we measured neuronal responses to visual input, locomotion, and visuomotor mismatches. We show that layer 2/3 (L2/3) neurons compute a difference between top-down motor-related input and bottom-up visual flow input. Most L2/3 neurons responded to visuomotor mismatch with either hyperpolarization or depolarization, and the size of this response was correlated with distinct physiological properties. Consistent with a subtraction of bottom-up and top-down input, visual and motor-related inputs had opposing influence on L2/3 neurons. In infragranular neurons, we found no evidence of a difference computation and responses were consistent with positive integration of visuomotor inputs. Our results provide evidence that L2/3 functions as a bidirectional comparator of top-down and bottom-up input.

Ecologically oriented citizen‐science experiences engage the public in learning while facilitating the achievement of robust scientific program goals. Evaluation of learning outcomes has become increasingly prioritized, requiring citizen‐science program managers to understand key issues in evaluation. We argue that citizen science can have other, more far‐reaching community‐level outcomes, which have received less attention but warrant consideration for continued programmatic improvement.

The exchange of information between researchers, resource managers, decision makers, and the general public has long been recognized as a critical need in environmental science. We examine the challenges in using ecological knowledge to inform society and to change societal actions, and identify a set of options and strategies to enhance this exchange. Our objectives are to provide background information on societal knowledge and interest in science and environmental issues, to describe how different components of society obtain information and develop their interests and values, and to present a framework for evaluating and improving communication between science and society. Our analysis strongly suggests that the interface between science and society can only be improved with renewed dedication to public outreach and a wholesale reconsideration of the way that scientists communicate with society. Ecologists need to adopt new models of engagement with their audiences, frame their results in ways that are more meaningful to these audiences, and use new communication tools, capable of reaching large and diverse target groups.

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