Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains
Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who partici...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Rachael P. Mady [verfasserIn] Tina B. Phillips [verfasserIn] David N. Bonter [verfasserIn] Claire Quimby [verfasserIn] Jennifer Borland [verfasserIn] Charles Eldermire [verfasserIn] Benjamin T. Walters [verfasserIn] Stephen A. Parry [verfasserIn] Miyoko Chu [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2023 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
In: Citizen Science: Theory and Practice - Ubiquity Press, 2018, 8(2023), 1 |
|---|---|
| Übergeordnetes Werk: |
volume:8 ; year:2023 ; number:1 |
| Links: |
|---|
| DOI / URN: |
10.5334/cstp.594 |
|---|
| Katalog-ID: |
DOAJ089207467 |
|---|
| LEADER | 01000naa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ089207467 | ||
| 003 | DE-627 | ||
| 005 | 20230505004437.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230505s2023 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.5334/cstp.594 |2 doi | |
| 035 | |a (DE-627)DOAJ089207467 | ||
| 035 | |a (DE-599)DOAJ0a00ca9c73ad4afdaeb75b39117730bb | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 100 | 0 | |a Rachael P. Mady |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains |
| 264 | 1 | |c 2023 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful. | ||
| 650 | 4 | |a citizen science | |
| 650 | 4 | |a content knowledge | |
| 650 | 4 | |a self-efficacy | |
| 650 | 4 | |a co-created science | |
| 650 | 4 | |a online learning | |
| 650 | 4 | |a science inquiry | |
| 653 | 0 | |a Science | |
| 653 | 0 | |a Q | |
| 700 | 0 | |a Tina B. Phillips |e verfasserin |4 aut | |
| 700 | 0 | |a David N. Bonter |e verfasserin |4 aut | |
| 700 | 0 | |a Claire Quimby |e verfasserin |4 aut | |
| 700 | 0 | |a Jennifer Borland |e verfasserin |4 aut | |
| 700 | 0 | |a Charles Eldermire |e verfasserin |4 aut | |
| 700 | 0 | |a Benjamin T. Walters |e verfasserin |4 aut | |
| 700 | 0 | |a Stephen A. Parry |e verfasserin |4 aut | |
| 700 | 0 | |a Miyoko Chu |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i In |t Citizen Science: Theory and Practice |d Ubiquity Press, 2018 |g 8(2023), 1 |w (DE-627)1024123413 |w (DE-600)2932178-5 |x 20574991 |7 nnns |
| 773 | 1 | 8 | |g volume:8 |g year:2023 |g number:1 |
| 856 | 4 | 0 | |u https://doi.org/10.5334/cstp.594 |z kostenfrei |
| 856 | 4 | 0 | |u https://doaj.org/article/0a00ca9c73ad4afdaeb75b39117730bb |z kostenfrei |
| 856 | 4 | 0 | |u https://theoryandpractice.citizenscienceassociation.org/articles/594 |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2057-4991 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 912 | |a GBV_ILN_11 | ||
| 912 | |a GBV_ILN_20 | ||
| 912 | |a GBV_ILN_22 | ||
| 912 | |a GBV_ILN_23 | ||
| 912 | |a GBV_ILN_24 | ||
| 912 | |a GBV_ILN_31 | ||
| 912 | |a GBV_ILN_39 | ||
| 912 | |a GBV_ILN_40 | ||
| 912 | |a GBV_ILN_60 | ||
| 912 | |a GBV_ILN_62 | ||
| 912 | |a GBV_ILN_63 | ||
| 912 | |a GBV_ILN_65 | ||
| 912 | |a GBV_ILN_69 | ||
| 912 | |a GBV_ILN_70 | ||
| 912 | |a GBV_ILN_73 | ||
| 912 | |a GBV_ILN_74 | ||
| 912 | |a GBV_ILN_95 | ||
| 912 | |a GBV_ILN_105 | ||
| 912 | |a GBV_ILN_110 | ||
| 912 | |a GBV_ILN_151 | ||
| 912 | |a GBV_ILN_161 | ||
| 912 | |a GBV_ILN_171 | ||
| 912 | |a GBV_ILN_213 | ||
| 912 | |a GBV_ILN_230 | ||
| 912 | |a GBV_ILN_285 | ||
| 912 | |a GBV_ILN_293 | ||
| 912 | |a GBV_ILN_370 | ||
| 912 | |a GBV_ILN_602 | ||
| 912 | |a GBV_ILN_2003 | ||
| 912 | |a GBV_ILN_2005 | ||
| 912 | |a GBV_ILN_2009 | ||
| 912 | |a GBV_ILN_2014 | ||
| 912 | |a GBV_ILN_2055 | ||
| 912 | |a GBV_ILN_2111 | ||
| 912 | |a GBV_ILN_4012 | ||
| 912 | |a GBV_ILN_4037 | ||
| 912 | |a GBV_ILN_4112 | ||
| 912 | |a GBV_ILN_4125 | ||
| 912 | |a GBV_ILN_4126 | ||
| 912 | |a GBV_ILN_4249 | ||
| 912 | |a GBV_ILN_4305 | ||
| 912 | |a GBV_ILN_4306 | ||
| 912 | |a GBV_ILN_4307 | ||
| 912 | |a GBV_ILN_4313 | ||
| 912 | |a GBV_ILN_4322 | ||
| 912 | |a GBV_ILN_4323 | ||
| 912 | |a GBV_ILN_4324 | ||
| 912 | |a GBV_ILN_4325 | ||
| 912 | |a GBV_ILN_4326 | ||
| 912 | |a GBV_ILN_4335 | ||
| 912 | |a GBV_ILN_4338 | ||
| 912 | |a GBV_ILN_4367 | ||
| 912 | |a GBV_ILN_4392 | ||
| 912 | |a GBV_ILN_4700 | ||
| 951 | |a AR | ||
| 952 | |d 8 |j 2023 |e 1 | ||
| author_variant |
r p m rpm t b p tbp d n b dnb c q cq j b jb c e ce b t w btw s a p sap m c mc |
|---|---|
| matchkey_str |
article:20574991:2023----::naeetnhdtcletopaefhsiniipoessef |
| hierarchy_sort_str |
2023 |
| publishDate |
2023 |
| allfields |
10.5334/cstp.594 doi (DE-627)DOAJ089207467 (DE-599)DOAJ0a00ca9c73ad4afdaeb75b39117730bb DE-627 ger DE-627 rakwb eng Rachael P. Mady verfasserin aut Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful. citizen science content knowledge self-efficacy co-created science online learning science inquiry Science Q Tina B. Phillips verfasserin aut David N. Bonter verfasserin aut Claire Quimby verfasserin aut Jennifer Borland verfasserin aut Charles Eldermire verfasserin aut Benjamin T. Walters verfasserin aut Stephen A. Parry verfasserin aut Miyoko Chu verfasserin aut In Citizen Science: Theory and Practice Ubiquity Press, 2018 8(2023), 1 (DE-627)1024123413 (DE-600)2932178-5 20574991 nnns volume:8 year:2023 number:1 https://doi.org/10.5334/cstp.594 kostenfrei https://doaj.org/article/0a00ca9c73ad4afdaeb75b39117730bb kostenfrei https://theoryandpractice.citizenscienceassociation.org/articles/594 kostenfrei https://doaj.org/toc/2057-4991 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 8 2023 1 |
| spelling |
10.5334/cstp.594 doi (DE-627)DOAJ089207467 (DE-599)DOAJ0a00ca9c73ad4afdaeb75b39117730bb DE-627 ger DE-627 rakwb eng Rachael P. Mady verfasserin aut Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful. citizen science content knowledge self-efficacy co-created science online learning science inquiry Science Q Tina B. Phillips verfasserin aut David N. Bonter verfasserin aut Claire Quimby verfasserin aut Jennifer Borland verfasserin aut Charles Eldermire verfasserin aut Benjamin T. Walters verfasserin aut Stephen A. Parry verfasserin aut Miyoko Chu verfasserin aut In Citizen Science: Theory and Practice Ubiquity Press, 2018 8(2023), 1 (DE-627)1024123413 (DE-600)2932178-5 20574991 nnns volume:8 year:2023 number:1 https://doi.org/10.5334/cstp.594 kostenfrei https://doaj.org/article/0a00ca9c73ad4afdaeb75b39117730bb kostenfrei https://theoryandpractice.citizenscienceassociation.org/articles/594 kostenfrei https://doaj.org/toc/2057-4991 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 8 2023 1 |
| allfields_unstemmed |
10.5334/cstp.594 doi (DE-627)DOAJ089207467 (DE-599)DOAJ0a00ca9c73ad4afdaeb75b39117730bb DE-627 ger DE-627 rakwb eng Rachael P. Mady verfasserin aut Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful. citizen science content knowledge self-efficacy co-created science online learning science inquiry Science Q Tina B. Phillips verfasserin aut David N. Bonter verfasserin aut Claire Quimby verfasserin aut Jennifer Borland verfasserin aut Charles Eldermire verfasserin aut Benjamin T. Walters verfasserin aut Stephen A. Parry verfasserin aut Miyoko Chu verfasserin aut In Citizen Science: Theory and Practice Ubiquity Press, 2018 8(2023), 1 (DE-627)1024123413 (DE-600)2932178-5 20574991 nnns volume:8 year:2023 number:1 https://doi.org/10.5334/cstp.594 kostenfrei https://doaj.org/article/0a00ca9c73ad4afdaeb75b39117730bb kostenfrei https://theoryandpractice.citizenscienceassociation.org/articles/594 kostenfrei https://doaj.org/toc/2057-4991 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 8 2023 1 |
| allfieldsGer |
10.5334/cstp.594 doi (DE-627)DOAJ089207467 (DE-599)DOAJ0a00ca9c73ad4afdaeb75b39117730bb DE-627 ger DE-627 rakwb eng Rachael P. Mady verfasserin aut Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful. citizen science content knowledge self-efficacy co-created science online learning science inquiry Science Q Tina B. Phillips verfasserin aut David N. Bonter verfasserin aut Claire Quimby verfasserin aut Jennifer Borland verfasserin aut Charles Eldermire verfasserin aut Benjamin T. Walters verfasserin aut Stephen A. Parry verfasserin aut Miyoko Chu verfasserin aut In Citizen Science: Theory and Practice Ubiquity Press, 2018 8(2023), 1 (DE-627)1024123413 (DE-600)2932178-5 20574991 nnns volume:8 year:2023 number:1 https://doi.org/10.5334/cstp.594 kostenfrei https://doaj.org/article/0a00ca9c73ad4afdaeb75b39117730bb kostenfrei https://theoryandpractice.citizenscienceassociation.org/articles/594 kostenfrei https://doaj.org/toc/2057-4991 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 8 2023 1 |
| allfieldsSound |
10.5334/cstp.594 doi (DE-627)DOAJ089207467 (DE-599)DOAJ0a00ca9c73ad4afdaeb75b39117730bb DE-627 ger DE-627 rakwb eng Rachael P. Mady verfasserin aut Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful. citizen science content knowledge self-efficacy co-created science online learning science inquiry Science Q Tina B. Phillips verfasserin aut David N. Bonter verfasserin aut Claire Quimby verfasserin aut Jennifer Borland verfasserin aut Charles Eldermire verfasserin aut Benjamin T. Walters verfasserin aut Stephen A. Parry verfasserin aut Miyoko Chu verfasserin aut In Citizen Science: Theory and Practice Ubiquity Press, 2018 8(2023), 1 (DE-627)1024123413 (DE-600)2932178-5 20574991 nnns volume:8 year:2023 number:1 https://doi.org/10.5334/cstp.594 kostenfrei https://doaj.org/article/0a00ca9c73ad4afdaeb75b39117730bb kostenfrei https://theoryandpractice.citizenscienceassociation.org/articles/594 kostenfrei https://doaj.org/toc/2057-4991 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 8 2023 1 |
| language |
English |
| source |
In Citizen Science: Theory and Practice 8(2023), 1 volume:8 year:2023 number:1 |
| sourceStr |
In Citizen Science: Theory and Practice 8(2023), 1 volume:8 year:2023 number:1 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
citizen science content knowledge self-efficacy co-created science online learning science inquiry Science Q |
| isfreeaccess_bool |
true |
| container_title |
Citizen Science: Theory and Practice |
| authorswithroles_txt_mv |
Rachael P. Mady @@aut@@ Tina B. Phillips @@aut@@ David N. Bonter @@aut@@ Claire Quimby @@aut@@ Jennifer Borland @@aut@@ Charles Eldermire @@aut@@ Benjamin T. Walters @@aut@@ Stephen A. Parry @@aut@@ Miyoko Chu @@aut@@ |
| publishDateDaySort_date |
2023-01-01T00:00:00Z |
| hierarchy_top_id |
1024123413 |
| id |
DOAJ089207467 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ089207467</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230505004437.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230505s2023 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.5334/cstp.594</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ089207467</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ0a00ca9c73ad4afdaeb75b39117730bb</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Rachael P. Mady</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">citizen science</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">content knowledge</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">self-efficacy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">co-created science</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">online learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">science inquiry</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Science</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Q</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Tina B. Phillips</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">David N. Bonter</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Claire Quimby</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Jennifer Borland</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Charles Eldermire</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Benjamin T. Walters</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Stephen A. Parry</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Miyoko Chu</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Citizen Science: Theory and Practice</subfield><subfield code="d">Ubiquity Press, 2018</subfield><subfield code="g">8(2023), 1</subfield><subfield code="w">(DE-627)1024123413</subfield><subfield code="w">(DE-600)2932178-5</subfield><subfield code="x">20574991</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:8</subfield><subfield code="g">year:2023</subfield><subfield code="g">number:1</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.5334/cstp.594</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/0a00ca9c73ad4afdaeb75b39117730bb</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://theoryandpractice.citizenscienceassociation.org/articles/594</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2057-4991</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_171</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2003</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2005</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2009</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2055</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2111</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4392</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">8</subfield><subfield code="j">2023</subfield><subfield code="e">1</subfield></datafield></record></collection>
|
| author |
Rachael P. Mady |
| spellingShingle |
Rachael P. Mady misc citizen science misc content knowledge misc self-efficacy misc co-created science misc online learning misc science inquiry misc Science misc Q Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains |
| authorStr |
Rachael P. Mady |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)1024123413 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut aut aut aut aut aut aut aut aut |
| collection |
DOAJ |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
20574991 |
| topic_title |
Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains citizen science content knowledge self-efficacy co-created science online learning science inquiry |
| topic |
misc citizen science misc content knowledge misc self-efficacy misc co-created science misc online learning misc science inquiry misc Science misc Q |
| topic_unstemmed |
misc citizen science misc content knowledge misc self-efficacy misc co-created science misc online learning misc science inquiry misc Science misc Q |
| topic_browse |
misc citizen science misc content knowledge misc self-efficacy misc co-created science misc online learning misc science inquiry misc Science misc Q |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Citizen Science: Theory and Practice |
| hierarchy_parent_id |
1024123413 |
| hierarchy_top_title |
Citizen Science: Theory and Practice |
| isfreeaccess_txt |
true |
| familylinks_str_mv |
(DE-627)1024123413 (DE-600)2932178-5 |
| title |
Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains |
| ctrlnum |
(DE-627)DOAJ089207467 (DE-599)DOAJ0a00ca9c73ad4afdaeb75b39117730bb |
| title_full |
Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains |
| author_sort |
Rachael P. Mady |
| journal |
Citizen Science: Theory and Practice |
| journalStr |
Citizen Science: Theory and Practice |
| lang_code |
eng |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2023 |
| contenttype_str_mv |
txt |
| author_browse |
Rachael P. Mady Tina B. Phillips David N. Bonter Claire Quimby Jennifer Borland Charles Eldermire Benjamin T. Walters Stephen A. Parry Miyoko Chu |
| container_volume |
8 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Rachael P. Mady |
| doi_str_mv |
10.5334/cstp.594 |
| author2-role |
verfasserin |
| title_sort |
engagement in the data collection phase of the scientific process is key for enhancing learning gains |
| title_auth |
Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains |
| abstract |
Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful. |
| abstractGer |
Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful. |
| abstract_unstemmed |
Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 |
| container_issue |
1 |
| title_short |
Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains |
| url |
https://doi.org/10.5334/cstp.594 https://doaj.org/article/0a00ca9c73ad4afdaeb75b39117730bb https://theoryandpractice.citizenscienceassociation.org/articles/594 https://doaj.org/toc/2057-4991 |
| remote_bool |
true |
| author2 |
Tina B. Phillips David N. Bonter Claire Quimby Jennifer Borland Charles Eldermire Benjamin T. Walters Stephen A. Parry Miyoko Chu |
| author2Str |
Tina B. Phillips David N. Bonter Claire Quimby Jennifer Borland Charles Eldermire Benjamin T. Walters Stephen A. Parry Miyoko Chu |
| ppnlink |
1024123413 |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| doi_str |
10.5334/cstp.594 |
| up_date |
2024-07-03T21:52:25.192Z |
| _version_ |
1803596380445343744 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ089207467</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230505004437.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230505s2023 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.5334/cstp.594</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ089207467</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ0a00ca9c73ad4afdaeb75b39117730bb</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Rachael P. Mady</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">citizen science</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">content knowledge</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">self-efficacy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">co-created science</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">online learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">science inquiry</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Science</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Q</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Tina B. Phillips</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">David N. Bonter</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Claire Quimby</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Jennifer Borland</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Charles Eldermire</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Benjamin T. Walters</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Stephen A. Parry</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Miyoko Chu</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Citizen Science: Theory and Practice</subfield><subfield code="d">Ubiquity Press, 2018</subfield><subfield code="g">8(2023), 1</subfield><subfield code="w">(DE-627)1024123413</subfield><subfield code="w">(DE-600)2932178-5</subfield><subfield code="x">20574991</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:8</subfield><subfield code="g">year:2023</subfield><subfield code="g">number:1</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.5334/cstp.594</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/0a00ca9c73ad4afdaeb75b39117730bb</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://theoryandpractice.citizenscienceassociation.org/articles/594</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2057-4991</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_171</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2003</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2005</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2009</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2055</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2111</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4392</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">8</subfield><subfield code="j">2023</subfield><subfield code="e">1</subfield></datafield></record></collection>
|
| score |
7.400199 |