Citizen science enlists the public in collecting large quantities of data across an array of habitats and locations over long spans of time. Citizen science projects have been remarkably successful in advancing scientific knowledge, and contributions from citizen scientists now provide a vast quantity of data about species occurrence and distribution around the world. Most citizen science projects also strive to help participants learn about the organisms they are observing and to experience the process by which scientific investigations are conducted. Developing and implementing public data-collection projects that yield both scientific and educational outcomes requires significant effort. This article describes the model for building and operating citizen science projects that has evolved at the Cornell Lab of Ornithology over the past two decades. We hope that our model will inform the fields of biodiversity monitoring, biological research, and science education while providing a window into the cultur...

https://www.jstor.org/stable/10.1525/bio.2009.59.11.9

Citizen Science: A Developing Tool for Expanding Science Knowledge and Scientific Literacy

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Teaching to Transgress: Education as the Practice of Freedom

B6nassy, C., 1955. R6marques sur deux Aphelinid6s: Aphelinus mytilaspidis Le Baron et Aphytis proclia Walker. Annls l~piphyt. 6: 11-17. Lord, F. T. & MacPhee, A. W., 1953. The influence of spray programs on the fauna of apple orchards in Nova Scotia II. Oyster shell scale. Can. Ent. 79: 196-209. Pickett, A. D., 1946. A progress report on long term spray programs. Rep. Nova Scotia Fruit Grow. Ass. 83 : 27-31. Pickett, A. D., 1967. The influence of spray programs on the fauna of apple orchards in Nova Scotia XIV. Can. Ent. 97: 816-821. Tothill, J. D., 1918. The predacious mite Hemisarcoptes malus Shimer and its relation to the natural control of the oyster shell scale Lepidosaphes ulmi L. Agric. Gaz. Can. 5 : 234-239.

http://link.springer.com/content/pdf/10.1007/BF01976688.pdf

Soil enzymes: Kuprevich, V. F. & Shcherbakova, T. A.: Translated from the Russian edition (1966), published by the Indian National Scientific Documentation Centre, New Delhi 1971. 392 pp., offset printing from type script, paper cover. Obtainable from U.S. Department of Commerce, National Technical Information Service, Springfield, Va. 22151

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Hydrological functions of tropical forests: not seeing the soil for the trees?

Approaches to citizen science – an indispensable means of combining ecological research with environmental education and natural history observation – range from community-based monitoring to the use of the internet to “crowd-source” various scientific tasks, from data collection to discovery. With new tools and mechanisms for engaging learners, citizen science pushes the envelope of what ecologists can achieve, both in expanding the potential for spatial ecology research and in supplementing existing, but localized, research programs. The primary impacts of citizen science are seen in biological studies of global climate change, including analyses of phenology, landscape ecology, and macro-ecology, as well as in sub-disciplines focused on species (rare and invasive), disease, populations, communities, and ecosystems. Citizen science and the resulting ecological data can be viewed as a public good that is generated through increasingly collaborative tools and resources, while supporting public participation in science and Earth stewardship.

https://esajournals.onlinelibrary.wiley.com/doi/epdf/10.1890/110236

The current state of citizen science as a tool for ecological research and public engagement

Members of the public participate in scientific research in many different contexts, stemming from traditions as varied as participatory action research and citizen science. Particularly in conservation and natural resource management contexts, where research often addresses complex social-ecological questions, the emphasis on and nature of this participation can significantly affect both the way that projects are designed and the outcomes that projects achieve. We review and integrate recent work in these and other fields, which has converged such that we propose the term public participation in scientific research (PPSR) to discuss initiatives from diverse fields and traditions. We describe three predominant models of PPSR and call upon case studies suggesting that—regardless of the research context—project outcomes are influenced by (1) the degree of public participation in the research process and (2) the quality of public participation as negotiated during project design. To illustrate relationships between the quality of participation and outcomes, we offer a framework that considers how scientific and public interests are negotiated for project design toward multiple, integrated goals. We suggest that this framework and models, used in tandem, can support deliberate design of PPSR efforts that will enhance their outcomes for scientific research, individual participants, and social-ecological systems.

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Public Participation in Scientific Research: a Framework for Deliberate Design

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Public Participation in Scientific Research: Defining the Field and Assessing Its Potential for Informal Science Education. A CAISE Inquiry Group Report.

While theoretical work and empirical research have examined science policy-informing “dialogue events,” dialogue events that do not seek to inform public policy are under-theorized and under-researched, even though they are common and growing in popularity in the UK. We describe how, from a critical perspective, it may initially appear that such events cannot be justified without returning to the deficit model. But with this paper, we seek to open up a discussion about these non policy-informing events by arguing that there are in fact further ways to understand and frame them. We deliberately draw on different literatures and seek to make use of practitioner expertise within our discussion, in order to display several perspectives on the value of non-policy dialogue on science as sites of symmetrical individual or small-scale learning —rather than institutional learning—through social processes .

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Discussing dialogue: perspectives on the value of science dialogue events that do not inform policy:

This material is based upon work supported by the National Science Foundation under Grant No. DRL-0638981. Any opinions, findings, and conclusions, expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation or the Center for Advance-ment of Informal Science Education.

Ellen McCallie

Papers

Public Participation in Scientific Research: a Framework for Deliberate Design

Public Participation in Scientific Research: Defining the Field and Assessing Its Potential for Informal Science Education. A CAISE Inquiry Group Report.

Discussing dialogue: perspectives on the value of science dialogue events that do not inform policy:

Many Experts, Many Audiences: Public Engagement with Science and Informal Science Education

Many Experts, Many Audiences: Public Engagement with Science and Informal Science Education. A CAISE Inquiry Group Report.