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

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.

Is Community Relevance Enough? Civic and Science Identity Impact of Microbiology CUREs Focused on Community Environmental Justice

Course-based undergraduate research experiences (CUREs) often involve a component where the outcomes of student research are broadly relevant to outside stakeholders. We wanted to see if building courses around an environmental justice issue relevant to the local community would impact students’ sense of civic engagement and appreciation of the relevance of scientific research to the community. In this quasi-experimental study, we assessed civic engagement and scientific identity gains (N = 98) using pre- and post-semester surveys and open-ended interview responses in three different CUREs taught simultaneously at three different universities. All three CURES were focused on an environmental heavy metal pollution issue predominantly affecting African–Americans in Birmingham, Alabama. While we found increases in students’ sense of science efficacy and identity, our team was unable to detect meaningful changes in civic engagement levels, all of which were initially quite high. However, interviews suggested that students were motivated to do well in their research because the project was of interest to outside stakeholders. Our observations suggest that rather than directly influencing students’ civic engagement, the “broadly relevant” component of our CUREs engaged their pre-existing high levels of engagement to increase their engagement with the material, possibly influencing gains in science efficacy and science identity. Our observations are consistent with broader community relevance being an important component of CURE success, but do not support our initial hypothesis that CURE participation would influence students’ attitudes toward the civic importance of science.

A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers

African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students. Estrada and colleagues recently showed that Kelman’s tripartite integration model of social influence (TIMSI) predicted URM persistence into science fields. In this paper, we longitudinally examine the integration of URMs into the STEM community by using growth-curve analyses to measure the development of TIMIS’s key variables (science efficacy, identity, and values) from junior year through the postbaccalaureate year. Results showed that quality mentorship and research experience occurring in the junior and senior years were positively related to student science efficacy, identity, and values at that same time period. Longitudinal modeling of TIMSI further shows that, while efficacy is important, and perhaps a necessary predictor of moving toward a STEM career, past experiences of efficacy may not be sufficient for maintaining longer-term persistence. In contrast, science identity and values do continue to be predictive of STEM career pathway persistence up to 4 years after graduation.

Pre-Service Teachers' Self-Efficacy and Attitudes toward Learning and Teaching Science in a Content Course

Science teaching is approached with hesitation by many PreK-8 teachers. This chapter explores the research on attitudes toward science and learning science as well as the perceived science efficacy of elementary pre-service teachers. It also describes a content-based, pedagogically rich life science course for pre-service preK-8 teachers that incorporates active and interactive teaching techniques in lieu of the traditional science methods course. Using evidence from this project and other research studies, the chapter argues for the inclusion and modeling of these approaches when preparing teachers of science and proposes that this non-traditional approach for teaching content-based courses for preparing teachers be considered in place of traditional science methods courses.