Students entered the projects strongly motivated to shape their neighborhood, and disagreement that the area was fine as it is rose to 84%¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In City at Play, 90% of students responded positively to wanting to help decide what their neighborhood should look and be like. → Rikke Magnussen 2023 q2 i? The share of students disagreeing that the neighborhood was fine as it is and did not need change increased to 84% in the post-survey. → Rikke Magnussen 2023 (2)

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

City at Play pre-survey on motivation to participate in changing the area. The article prints the 90% positive rate with its breakdown (14%, 31%, 45%); no effect size is reported.

"In City at Play, there was a 90% positive response rate (Yes, a little − 14%, Yes − 31%, Yes, a lot − 45%) for the pre-survey question: "Do you want to help decide what (name of neighborhood) should look and be like?""

Rikke Magnussen 2023 (2)¶

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

Post-survey repetition of the statement that the neighborhood is fine as it is and does not need to be changed. The article reports the increase to 84% descriptively; no test statistic or effect size is printed.

"The percentage increased to 84% in the post-survey, which presented the students with the same question."

Discussion¶

Related Claims¶

• Students' perception of possessing local knowledge that professional urban planners lack rose from 9% at baseline to 45% at endline in City at Play — related
• 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