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Citizen Science in Schools: Predictors and Outcomes of Participating in Voluntary Political Research

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  • Raffael Heiss
  • Desirée Schmuck
  • Jörg Matthes
  • Carolin Eicher

Abstract

Citizen science research has been rapidly expanding in the past years and has become a popular approach in youth education. We investigated key drivers of youth participation in a citizen social science school project and the effects of participation on scientific and topic-related (i.e., political) interest and efficacy. Findings suggest that females, more politically and scientifically interested and more scientifically efficacious adolescents were more motivated to learn from the project. Science efficacy was also positively related to external reward motivation (i.e., winning an award). Both learning and external reward motivation increased the likelihood of participation. Pre- and post-measurement further indicated that participation in the project slightly increased science interest, but not science efficacy. However, it did increase both political interest and efficacy. Furthermore, our data revealed a decrease in science efficacy and interest in those who did not participate in the project, indicating an increasing gap in adolescents’ scientific involvement.

Suggested Citation

  • Raffael Heiss & Desirée Schmuck & Jörg Matthes & Carolin Eicher, 2021. "Citizen Science in Schools: Predictors and Outcomes of Participating in Voluntary Political Research," SAGE Open, , vol. 11(4), pages 21582440211, October.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:4:p:21582440211016428
    DOI: 10.1177/21582440211016428
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    References listed on IDEAS

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    2. Loreta Tauginienė & Eglė Butkevičienė & Katrin Vohland & Barbara Heinisch & Maria Daskolia & Monika Suškevičs & Manuel Portela & Bálint Balázs & Baiba Prūse, 2020. "Citizen science in the social sciences and humanities: the power of interdisciplinarity," Palgrave Communications, Palgrave Macmillan, vol. 6(1), pages 1-11, December.
    3. Louise Corti & Nigel Fielding, 2016. "Opportunities From the Digital Revolution," SAGE Open, , vol. 6(4), pages 21582440166, November.
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    1. Meryl Batchelder & Mark Swinney & Tess O’Hara & Alethea Goddard & Elizabeth Lewis & Jo Cox & Hayley J. Fowler, 2023. "Experiences from a School–University Partnership Climate and Sustainability Education Project in England: The Value of Citizen Science and Practical STEM Approaches," Sustainability, MDPI, vol. 15(12), pages 1-14, June.

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