Combining formal education and citizen science: a case study on students’ perceptions of learning and interest in an urban rat project

Abstract

Citizen science is a valuable tool in environmental and formal education in creating scientific knowledge for the researchers and facilitating learning and fostering a positive relationship toward the environment and study species. We present a case study on the Helsinki Urban Rat Project in which students surveyed rat occurrence in their own near environments. According to our results, experientiality, involvement, meaningfulness, freedom to choose, ease of participation, and the rats themselves contributed to students' increased interest in participation. Furthermore, students described diverse factual, conceptual, procedural, and metacognitive knowledge that they acquired during their participation. In general, students described negative attitudes toward rats, but they described fewer negative views on rats after participation. We reflect on the success of the citizen science project and implications of planning a future citizen science project and incorporating citizen science in formal education.

Biodiversity citizen science: Outcomes for the participating citizens

“…(2016) reported a decrease in trust between participants and project scientists in some CS projects. Aivelo and Huovelin (2020) mentioned demotivation of participants as a negative outcome, which was caused by participants not finding the organisms they were looking for. Phillips et al.…”

“…It might be useful for project coordinators to know about both the positive and the potential negative outcomes of their project. It might enable them to address these issues more specifically and to improve the design of the project or to communicate with participants so that, for example, disappointment at not finding species might turn into learning opportunities and changes in data collection methods (Aivelo & Huovelin, 2020). In‐depth research on potential negative outcomes and how to address them could lead to CS projects better achieving desired outcomes.…”

“…This, again, might also be a chance for formal education. In the classroom (or seminar room), teachers (or lecturers) could act as guides and mentors, offering opportunities for reflecting on the project and the scientific processes involved (Aivelo & Huovelin, 2020).…”

“…Several studies have examined participant outcomes of CS projects in an environmental context (e.g. Aivelo & Huovelin, 2020; Ballard et al., 2017; Brossard et al., 2005; Evans et al., 2005; Overdevest et al., 2004; Trumbull et al., 2000; see also Stepenuck & Green, 2015 and Schuttler et al., 2018 for reviews) or, more specifically, in a biodiversity‐related context (e.g. Branchini et al., 2015; Chase & Levine, 2017; Cosquer et al., 2012; Deguines et al., 2020; Jordan et al., 2011; Lewandowski & Oberhauser, 2017; Toomey & Domroese, 2013).…”

A qualitative case study research investigation of youth outcomes during an Appalachian water-quality citizen science program

“…Because context matters, citizen science lends itself well to case study methodology, which will be used in this study to understand participant experiences and learning. Recent publications on citizen science and education have used a single case study research methodology (Aivelo & Huovelin, 2020;Harris, 2017). Some have even chosen to focus on an individual within a program (Bird, 2019).…”