This study examined the impact of a citizen science program on eighth grade student science achievement, self-efficacy, content knowledge, observation skills, as well as science, technology, engineering and mathematics (STEM) career motivation. Hiller and Kitsantas sought to investigate their hypothesis that the citizen science program would have a positive impact on measures of each of these dimensions.
Over the duration of 12 weeks, one morning per week, researchers conducted a study involving 86 eighth grade students averaging 13.69 years of age from two different middle schools. Divided into two groups, each group was taught by a different teacher. The comparison group received classroom-based instruction with no outdoor field work. The experimental group participated in a citizen science program supported by naturalists and other experts in nature-based outdoor environments. The citizen science program included lectures, activities and nature-based learning at a naturalist center, national park facility and private beach. Most important was the hands-on experience of the middle school students outdoors in a natural habitat conducting aspects of legitimate field science. Researchers used multiple measurements before and after the intervention to assess the following: students' beliefs about their science capabilities and program participation outcomes, interest for outdoor learning, self-efficacy, ability to engage in scientific observation, career goal setting, content mastery and student achievement.
Researchers found that the citizen science program positively impacted all dimensions being studied except for the measurement assessing student career motivation and goal setting. Students in the citizen science program outperformed students who received classroom-based instruction, significantly increasing academic achievement and self-efficacy for scientific observation and mastery skills.
Hiller and Kitsantas demonstrated that a citizen science program for middle school students heightens student interest, participation and self-efficacy in the sciences, promoting student achievement and potentially fostering interest in STEM careers. The authors offer recommendations for further research, including those related to possible gender differences, the impact of direct engagement with scientists in field settings, and what additional impacts might occur over periods of increased exposure and field-based activity. They recommend longitudinal studies related to the potential and impact of citizen science programs.
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