Participation and Co-creation in Citizen Science

Abstract

Citizen science practices have different frames to general scientific research – the adoption of participatory methods in research design has long been pursued in citizen science projects. The citizen science research design process should be inclusive, flexible, and adaptive in all its stages, from research question formulation to evidence-based collective results. Some citizen science initiatives adopt strategies that include co-creation techniques and methodologies from a wide variety of disciplines and practices. In this sense, the will to collaborate between researchers and other stakeholders is not new. It is traditionally found in public participation in science, including participatory action research (PAR) and the involvement of civil society organisations (CSOs) in research, as well as in mediatory structures, such as science shops. This chapter critically reviews methodologies, techniques, skills, and participation based on experiences of civic involvement and co-creation in research and discusses their limitations and potential improvements. Our focus is on the reflexivity approach and infrastructure needed to design citizen science projects, as well as associated key roles. Existing tools that can be used to enhance and improve citizen participation at each stage of the research process will also be explored. We conclude with a series of reflections on participatory practices.

Program Design Principles to Support Teen-Adult Community Conservation Efforts

“…Recently, STEM education and citizen science researchers have noted the importance of engaging learners in meaningful pursuits, like explaining real-world phenomena or solving problems of consequence (National Research Council, 2013;Krajcik, 2015;Golumbic et al, 2019;San Llorente Capdevila et al, 2020;Senabre Hidalgo et al, 2021). Other social scientists (e.g., Vygotsky, 1987) have noted the importance of a focus on why people are engaged in activities or the meaningfulness of pursuits (e.g., to solve a conservation problem; explain a realworld phenomenon), since these pursuits provide a framework for what competences or performances matter and why (Hyysalo, 2005).…”

“…Other social scientists (e.g., Vygotsky, 1987) have noted the importance of a focus on why people are engaged in activities or the meaningfulness of pursuits (e.g., to solve a conservation problem; explain a realworld phenomenon), since these pursuits provide a framework for what competences or performances matter and why (Hyysalo, 2005). In this design principle, we prioritize connecting teen and adult projects to community need and real-world challenges to both draw on a combination of notions of relevancy and authenticity in supporting learners in informal learning contexts (Dierking et al, 2003) and to support teens and adults in deliberately contributing to decision making, planning, implementation, and reflection to achieve a specific environmental outcome situated within their communities (Emmons, 1997;Schusler et al, 2009;Golumbic et al, 2019;Senabre Hidalgo et al, 2021). This is important, since Rivera Maulucci et al (2014) argue, that when we ground learning and participation "in students" (and adults') lives, their identities develop in the context of exploring problems that are meaningful to them and to their communities" (p. 1123).…”

“…Developing a sense of place can help participants feel a stronger connection to their environment, understand themselves as shapers of their environment (Ducre, 2013), and develop an appreciation for local resources; thus, combating deficit thinking about communities (Thomspon et al, 2020). Further, PBEA programs that specifically facilitate the co-design of the scientific or conservation project have a greater potential of meeting the needs of the community members, while also advancing conservation strategies (Golumbic et al, 2019;Senabre Hidalgo et al, 2021).…”

Play the Pain: A Digital Strategy for Play-Oriented Research and Action

“…Vast resources have been dedicated to data mining from biological specimens, extensive arrays of psychometric and physiological measures, and various types of radiological data (67,68). However, active engagement of stakeholders and research participants at every stage of project development from its earliest conception, through design, data collection and interpretation, to translation into policy and practice can improve the relevance, quality and impact of health research (40,(69)(70)(71)(72)(73)(74)(75)(76)(77)(78)(79)(80).…”

Drain Detectives: Lessons Learned from Citizen Science Monitoring of Beach Drains

“…This leads to citizen scientists being more likely to collect more data and stay engaged in the monitoring, resulting in a better outcome for citizen scientists and the project or monitoring program. Citizen science engagement and retention in a project can increase again if they are engaged in project co-design and co-interpretation (Shirk et al 2012;Hidalgo et al 2021).…”