Students' perception of possessing local knowledge that professional urban planners lack rose from 9% at baseline to 45% at endline in City at Play¶
Claim · All claims
Evidence · 1 study · designr3·q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After participating in the City at Play CCS project, the share of students who felt they had knowledge about their neighborhood that the redeveloping architects did not have rose from 9% to 45%. → Rikke Magnussen 2023
Evidence¶
Rikke Magnussen 2023¶
Rikke Magnussen, Yotam Hod. (2023). Bridging communities and schools in Urban development: community and citizen science. Instructional Science. https://doi.org/10.1007/s11251-023-09641-9
q2 · i? · design · r3
Pre/post digital surveys administered to City at Play classes asked whether students possessed knowledge about their neighborhood that the redeveloping architects did not. The article reports "9%" at baseline rising to "45%" at endline; no effect size or test statistic is printed.
"In their basline responses, 9% answered either "Yes, I know a lot that they don't know" or "Yes, I know a bit more." This percentage changed to 45% in the endline."
Discussion¶
Learner Variables¶
- Domain Context — outcome: instruction changes it
Related Claims¶
- Thematic analysis of student survey responses identified four types of local knowledge students contributed: physical facilities, experiences or feelings, location-specific experiences, and social aspects — related
- Students entered the projects strongly motivated to shape their neighborhood, and disagreement that the area was fine as it is rose to 84% — related
- Students perceived CCS tasks as authentic problems whose answers teachers did not already know (52.2%) versus everyday school (8%) — related
- Learning-stories research indicates meaningful learning involves felt ownership of knowledge, emotional integration, generativity, real-life context, interaction with others' learning, and transformed self-perceptions — a broader claim this one bears on
- Teachers know far more about their students than an investor knows about a stock, including data not typically in statistical models — related
- Educational designs bridging school and professional communities were developed based on skill development rather than research processes, content, or results — related
- Students responded most positively to projects that felt authentic and were organized in a clear sequence with manageable milestones — related
- Most students (71–83%) experienced working more on real-world problems in CCS projects than in everyday school (33–44%), while collaboration showed no significant distinction from everyday schoolwork — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ccs-student-local-expertise-perception-growth |
title |
Students' perception of possessing local knowledge that professional urban planners lack rose from 9% at baseline to 45% at endline in City at Play |
description |
Students' perception of possessing local knowledge that professional urban planners lack rose from 9% at baseline to 45% at endline in City at Play |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rikke-magnussen-2023 |
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