Apply Youth Participatory Action Research principles to school-based citizen science design to support student agency¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The commentary argues instructors and designers of CCS in schools could look to the practices and principles of YPAR to enhance meaningful learning. It cites Anyon et al.'s (2018) systematic review's three core principles: YPAR "is grounded in youths' lived experiences and concerns", "is participatory such that youth are collaborators in the methodological and pedagogical processes", and "is transformative, where youth design interventions to improve lives and communities." Applying these principles might help teachers support students' agency over their own learning and identities with science.

Design Implications¶

Context¶

Requirements¶

• Students investigate questions that matter to them that could result in transformational change, and truly partner in research decision-making

Constraints¶

• The commentary states adhering to all these YPAR principles in school contexts is incredibly time-consuming and difficult

Target Learners¶

• K-12 students in school-based CCS projects

Target Learning Goals¶

• student agency over learning
• identity development with science
• mutualism amongst scientists, students, and local communities

Affordances¶

• Nested Inquiries Ccs Schools

Related Strategies¶

• Braid local community goals, needs, and expertise into school-based citizen science as a third constituency
• Youth Participatory Action Research (YPAR)
• Focus on Issues of Justice
• Conduct research in partnership with educators on equity problems educators prioritize
• Collective Data Analysis
• Coach youth to recognize problem-solving opportunities, master effective heuristics, and bolster motivation through collaboration
• Support youth as knowledge producers with rigorous intellectual criteria for evaluating their environmental decisions

Examples¶

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Key Sources¶

• Ballard, H. L. (2023). Community and citizen science in schools: nested inquiries, productive tensions, and the role of communities. Instructional Science. https://doi.org/10.1007/s11251-023-09643-7