IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v15y2023i11p8876-d1160722.html
   My bibliography  Save this article

Redistributing Power in Community and Citizen Science: Effects on Youth Science Self-Efficacy and Interest

Author

Listed:
  • Sarah Clement

    (International Arctic Research Center, University of Alaska Fairbanks, Fairbanks, AK 99775, USA)

  • Katie Spellman

    (International Arctic Research Center, University of Alaska Fairbanks, Fairbanks, AK 99775, USA)

  • Laura Oxtoby

    (Water and Environmental Research Center, Institute of Northern Engineering, University of Alaska Fairbanks, Fairbanks, AK 99775, USA)

  • Kelly Kealy

    (Goldstream Group, Inc., Fairbanks, AK 99709, USA)

  • Karin Bodony

    (Koyukuk/Nowitna/Innoko National Wildlife Refuge Complex, United States Fish and Wildlife Service, Galena, AK 99741, USA)

  • Elena Sparrow

    (International Arctic Research Center, University of Alaska Fairbanks, Fairbanks, AK 99775, USA)

  • Christopher Arp

    (Water and Environmental Research Center, Institute of Northern Engineering, University of Alaska Fairbanks, Fairbanks, AK 99775, USA)

Abstract

Youth-focused community and citizen science (CCS) is increasingly used to promote science learning and to increase the accessibility of the tools of scientific research among historically marginalized and underserved communities. CCS projects are frequently categorized according to their level of public participation and their distribution of power between professional scientists and participants from collaborative and co-created projects to projects where participants have limited roles within the science process. In this study, we examined how two different CCS models, a contributory design and a co-created design, influenced science self-efficacy and science interest among youth CCS participants. We administered surveys and conducted post-program interviews with youth participation in two different CCS projects in Alaska, the Winterberry Project and Fresh Eyes on Ice, each with a contributory and a co-created model. We found that youth participating in co-created CCS projects reflected more often on their science self-efficacy than did youth in contributory projects. The CCS program model did not influence youths’ science interest, which grew after participating in both contributory and co-created projects. Our findings suggest that when youth have more power and agency to make decisions in the science process, as in co-created projects, they have greater confidence in their abilities to conduct science. Further, participating in CCS projects excites and engages youth in science learning, regardless of the CCS program design.

Suggested Citation

  • Sarah Clement & Katie Spellman & Laura Oxtoby & Kelly Kealy & Karin Bodony & Elena Sparrow & Christopher Arp, 2023. "Redistributing Power in Community and Citizen Science: Effects on Youth Science Self-Efficacy and Interest," Sustainability, MDPI, vol. 15(11), pages 1-16, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:11:p:8876-:d:1160722
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/15/11/8876/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/15/11/8876/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Geldhof, G. John & Warner, Danielle A. & Finders, Jennifer K. & Thogmartin, Asia A. & Clark, Adam & Longway, Kelly A., 2018. "Revisiting the utility of retrospective pre-post designs: The need for mixed-method pilot data," Evaluation and Program Planning, Elsevier, vol. 70(C), pages 83-89.
    2. Shamrova, Daria P. & Cummings, Cristy E., 2017. "Participatory action research (PAR) with children and youth: An integrative review of methodology and PAR outcomes for participants, organizations, and communities," Children and Youth Services Review, Elsevier, vol. 81(C), pages 400-412.
    3. Christoph Becker & Gabriele Lauterbach & Sarah Spengler & Ulrich Dettweiler & Filip Mess, 2017. "Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions," IJERPH, MDPI, vol. 14(5), pages 1-20, May.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Shulong Yan & Alexandra I. Race & Heidi L. Ballard & Erin Bird & Sol Henson & Evan F. Portier & Amanda Lindell & Maryam Ghadiri Khanaposhtani & Jadda M. Miller & Emma R. Schectman, 2023. "How Can Participating in a Forest Community and Citizen Science Program Support Elementary School Students’ Understanding of Socio-Ecological Systems?," Sustainability, MDPI, vol. 15(24), pages 1-19, December.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Matthew H. E. M. Browning & Alessandro Rigolon, 2019. "School Green Space and Its Impact on Academic Performance: A Systematic Literature Review," IJERPH, MDPI, vol. 16(3), pages 1-22, February.
    2. Kowalski, Monica J., 2023. "Measuring changes with traditional and retrospective pre-posttest self-report surveys for a brief intervention program," Evaluation and Program Planning, Elsevier, vol. 99(C).
    3. Miller, J. Jay, 2020. "Developing self-care competency among child welfare workers: A first step," Children and Youth Services Review, Elsevier, vol. 108(C).
    4. Oriana Mosca & Emiliane Rubat du Mérac & Maria Luisa Pedditzi & Carla Meloni & Cristina Isoni & Stefano Livi & Ferdinando Fornara, 2024. "A Comparison of Outdoor Green and Indoor Education: Psycho-Environmental Impact on Kindergarten and Primary Schools Teachers," Sustainability, MDPI, vol. 16(18), pages 1-15, September.
    5. Ali Moazami-Goodarzi & Maryam Zarra-Nezhad & Maija Hytti & Nina Heiskanen & Nina Sajaniemi, 2021. "Training Early Childhood Teachers to Support Children’s Social and Emotional Learning: A Preliminary Evaluation of Roundies Program," IJERPH, MDPI, vol. 18(20), pages 1-17, October.
    6. Hassan Raza, 2018. "Participatory action research: working beyond disaster toward prevention," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 91(1), pages 117-131, March.
    7. Luca Petrigna & Ewan Thomas & Antonino Scardina & Federica Rizzo & Jessica Brusa & Giovanni Camarazza & Claudia Galassi & Antonio Palma & Marianna Bellafiore, 2022. "Methodological Considerations for Movement Education Interventions in Natural Environments for Primary School Children: A Scoping Review," IJERPH, MDPI, vol. 19(3), pages 1-11, January.
    8. Manou Anselma & Mai Chinapaw & Teatske Altenburg, 2020. "“Not Only Adults Can Make Good Decisions, We as Children Can Do That as Well” Evaluating the Process of the Youth-Led Participatory Action Research ‘Kids in Action’," IJERPH, MDPI, vol. 17(2), pages 1-24, January.
    9. Malorni, Angie & Lea, Charles H. & Richards-Schuster, Katie & Spencer, Michael S., 2022. "Facilitating youth participatory action research (YPAR): A scoping review of relational practice in U.S. Youth development & out-of-school time projects," Children and Youth Services Review, Elsevier, vol. 136(C).
    10. Ruff, Saralyn C. & Harrison, Kristi, 2020. "“Ask Me What I Want”: Community-based participatory research to explore transition-age foster Youth’s use of support services," Children and Youth Services Review, Elsevier, vol. 108(C).
    11. Jessica A. Thomas & Emma R. Miller & Paul R. Ward, 2022. "Lifestyle Interventions through Participatory Research: A Mixed-Methods Systematic Review of Alcohol and Other Breast Cancer Behavioural Risk Factors," IJERPH, MDPI, vol. 19(2), pages 1-14, January.
    12. Островерх О. С. & Тихомирова А. В., 2021. "Соучастное Проектирование Образовательного Пространства Новой Школы," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 260-283.
    13. Chunxiao Li & Yuxin Zhu & Mengge Zhang & Henrik Gustafsson & Tao Chen, 2019. "Mindfulness and Athlete Burnout: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 16(3), pages 1-13, February.
    14. Jeff Mann & Tonia Gray & Son Truong & Pasi Sahlberg & Peter Bentsen & Rowena Passy & Susanna Ho & Kumara Ward & Rachel Cowper, 2021. "A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings," IJERPH, MDPI, vol. 18(3), pages 1-10, January.
    15. Agans, Jennifer P. & Maley, Mary & Rainone, Nicolette & Cope, Marie & Turner, Andrew & Eckenrode, John & Pillemer, Karl, 2020. "Evaluating the evidence for youth outcomes in 4-H: A scoping review," Children and Youth Services Review, Elsevier, vol. 108(C).
    16. Hua Wu & Wichai Eungpinichpong & Hui Ruan & Wenke Chen & Yibei Yang & Xiujuan Dong, 2024. "Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Education Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, ," Sustainability, MDPI, vol. 16(4), pages 1-13, February.
    17. Andrew Binet & Vedette Gavin & Leigh Carroll & Mariana Arcaya, 2019. "Designing and Facilitating Collaborative Research Design and Data Analysis Workshops: Lessons Learned in the Healthy Neighborhoods Study," IJERPH, MDPI, vol. 16(3), pages 1-15, January.
    18. Kyebalyenda, Tadeo & Nakanwagi, Mildred Julian & Sseremba, Godfrey & Buteme, Ruth & Kabod, Nahamya Pamela & Odeke, Valdo & Amayo, Robert & Runyararo, JR & Egeru, A & Falk, T & Kizito, Elizabeth Balyej, 2022. "Farmers’ selection cues in cowpea for vegetable use in eastern Uganda," African Journal of Food, Agriculture, Nutrition and Development (AJFAND), African Journal of Food, Agriculture, Nutrition and Development (AJFAND), vol. 22(04).
    19. Nicole C. Miller & Saravana Kumar & Karma L. Pearce & Katherine L. Baldock, 2022. "Primary School Educators’ Perspectives and Experiences of Nature-Based Play and Learning and Its Benefits, Barriers, and Enablers: A Qualitative Descriptive Study," IJERPH, MDPI, vol. 19(6), pages 1-17, March.
    20. Elmore, Kristen C. & Sumner, Rachel & Tifft, Megan & Forstrom, Melanie A. & Burrow, Anthony L., 2019. "Building collaborative youth development research-practice partnerships through Cooperative Extension," Children and Youth Services Review, Elsevier, vol. 105(C), pages 1-1.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:15:y:2023:i:11:p:8876-:d:1160722. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.