Citizen Science as a REAL Environment for Authentic Scientific Inquiry

Authors

Nathan J. Meyer, University of Minnesota ExtensionFollow
Siri Scott, University of Minnesota ExtensionFollow
Andrea Lorek Strauss, University of Minnesota ExtensionFollow
Pamela L. Nippolt, University of Minnesota ExtensionFollow

Volume

52

Issue

4

DOI

10.34068/joe.52.04.13

Abstract

Citizen science projects can serve as constructivist learning environments for programming focused on science, technology, engineering, and math (STEM) for youth. Attributes of rich environments for active learning (REALs) provide a framework for design of Extension STEM learning environments. Guiding principles and design strategies for the University of Minnesota Extension's Driven to Discover: Enabling Authentic Inquiry through Citizen Science project demonstrate how education and investigations grounded in real-world citizen science projects can capitalize on REAL environments to generate meaningful STEM learning. Positive evaluation results support the efficacy of the design for enhancing youth science identity and practice.

Creative Commons License

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Recommended Citation

Meyer, N. J., Scott, S., Strauss, A. L., & Nippolt, P. L. (2014). Citizen Science as a REAL Environment for Authentic Scientific Inquiry. The Journal of Extension, 52(4), Article 13. https://doi.org/10.34068/joe.52.04.13