Rick Bonney

Citizen Science: A Developing Tool for Expanding Science Knowledge and Scientific Literacy

Citizen science enlists the public in collecting large quantities of data across an array of habitats and locations over long spans of time. Citizen science projects have been remarkably successful in advancing scientific knowledge, and contributions from citizen scientists now provide a vast quantity of data about species occurrence and distribution around the world. Most citizen science projects also strive to help participants learn about the organisms they are observing and to experience the process by which scientific investigations are conducted. Developing and implementing public data-collection projects that yield both scientific and educational outcomes requires significant effort. This article describes the model for building and operating citizen science projects that has evolved at the Cornell Lab of Ornithology over the past two decades. We hope that our model will inform the fields of biodiversity monitoring, biological research, and science education while providing a window into the culture of citizen science.

The current state of citizen science as a tool for ecological research and public engagement

Approaches to citizen science – an indispensable means of combining ecological research with environmental education and natural history observation – range from community-based monitoring to the use of the internet to “crowd-source” various scientific tasks, from data collection to discovery. With new tools and mechanisms for engaging learners, citizen science pushes the envelope of what ecologists can achieve, both in expanding the potential for spatial ecology research and in supplementing existing, but localized, research programs. The primary impacts of citizen science are seen in biological studies of global climate change, including analyses of phenology, landscape ecology, and macro-ecology, as well as in sub-disciplines focused on species (rare and invasive), disease, populations, communities, and ecosystems. Citizen science and the resulting ecological data can be viewed as a public good that is generated through increasingly collaborative tools and resources, while supporting public participation in science and Earth stewardship.

Public Participation in Scientific Research: a Framework for Deliberate Design

Members of the public participate in scientific research in many different contexts, stemming from traditions as varied as participatory action research and citizen science. Particularly in conservation and natural resource management contexts, where research often addresses complex social-ecological questions, the emphasis on and nature of this participation can significantly affect both the way that projects are designed and the outcomes that projects achieve. We review and integrate recent work in these and other fields, which has converged such that we propose the term public participation in scientific research (PPSR) to discuss initiatives from diverse fields and traditions. We describe three predominant models of PPSR and call upon case studies suggesting that—regardless of the research context—project outcomes are influenced by (1) the degree of public participation in the research process and (2) the quality of public participation as negotiated during project design. To illustrate relationships between the quality of participation and outcomes, we offer a framework that considers how scientific and public interests are negotiated for project design toward multiple, integrated goals. We suggest that this framework and models, used in tandem, can support deliberate design of PPSR efforts that will enhance their outcomes for scientific research, individual participants, and social-ecological systems.

Scientific knowledge and attitude change: The impact of a citizen science project

This paper discusses the evaluation of an informal science education project, The Birdhouse Network (TBN) of the Cornell Laboratory of Ornithology. The Elaboration Likelihood Model and the theory of Experiential Education were used as frameworks to analyse the impact of TBN on participants’ attitudes toward science and the environment, on their knowledge of bird biology, and on their understanding of the scientific process. The project had an impact on participants’ knowledge of bird biology. No statistically significant change in participants’ attitudes toward science or the environment, or in participants’ understanding of the scientific process, could be detected. The results suggest that projects must make explicit to participants the issues that they are experiencing. In addition, the results suggest that more sensitive measures need to be designed to assess attitude change among environmentally aware citizens.

Next Steps for Citizen Science

Strategic investments and coordination are needed for citizen science to reach its full potential. Around the globe, thousands of research projects are engaging millions of individuals—many of whom are not trained as scientists—in collecting, categorizing, transcribing, or analyzing scientific data. These projects, known as citizen science, cover a breadth of topics from microbiomes to native bees to water quality to galaxies. Most projects obtain or manage scientific information at scales or resolutions unattainable by individual researchers or research teams, whether enrolling thousands of individuals collecting data across several continents, enlisting small armies of participants in categorizing vast quantities of online data, or organizing small groups of volunteers to tackle local problems.

Thinking scientifically during participation in a citizen-science project

A movement has begun recently to involve nonscientists in scientific investigations through projects in which a range of individuals gather data for use by scientists to investigate questions of research importance. These projects are frequently referred to as citizen-science projects, and the benefits are assumed to extend beyond the production of important large databases. Those who argue in support of citizen-science projects assume that participants will increase their understanding about the process of science through this engagement in authentic science, in contrast to traditional, tightly scripted school laboratory investigations. However, very little research on the impact of participating in such projects has been carried out. This article examines the letters written by more than 700 participants in a citizen-science project conducted by the Cornell Laboratory of Ornithology. Of these letters, which were unsolicited and not connected with a formal evaluation, nearly 80% revealed that participants had engaged in thinking processes similar to those that are part of science investigations. We cannot state that participation in a citizen-science project caused this thinking, but we can say that participation provided a forum in which participants engaged in these habits of thought. The letters also raise some issues about some misunderstandings of science that citizen-science projects should strive to address.

The history of public participation in ecological research

Members of the public have for centuries recorded their observations of the natural world, including plant and animal distribution and phenology, water quality, weather data, and astronomical phenomena. Given the relatively recent growth of ecological research as a professional field of study, the historical contributions of amateurs to ecology can be easily overlooked. To better understand long-term changes in ecosystems, researchers are now revisiting many of these historical datasets collected by non-professionals. Over the past 100 years, scientific organizations have increasingly included volunteers in large-scale monitoring projects to broaden the geographical extent and sample size of observations. We believe that a renewed interest in citizen science, enriched with the perspective and data provided by the long tradition of public participation in science, will broaden the engagement of the public in ecological research and lead to new scientific insights.

Relations Among Two Teachers’ Practices and Beliefs, Conceptualizations of the Nature of Science, and their Implementation of Student Independent Inquiry Projects

In this study we sought to understand factors that shaped teachers’ use of student inquiry projects. We examined, over 3 years, the practices and conceptions of two teachers involved in implementing student inquiry projects. Neither teacher was initially satisfied with her success at supporting student inquiry, but the two had very different responses to difficulties they faced. These responses related strongly to their ideas about how learning should be structured. There was less relation between their stated views about the nature of science and their use of inquiry than was expected. The teacher with espoused views about the nature of science generally in accord with reform documents did not support student inquiry projects that involved actual investigations. The teacher with views on the nature of science less aligned with reform documents worked hard to support student investigations in her classroom. Our findings support the claim that merely learning about the nature of science or about student inquiry may not generate changes in a teacher’s practice. On closer analysis, we found that the two teachers understood aspects of the nature of science from two quite different perspectives, the proximal and the distal. The proximal view of the nature of science was more closely aligned with implementation of actual student investigations. The efforts of these two teachers in implementing inquiry illustrate the dilemmas and challenges they faced as they attempted student inquiry projects.

Can citizen science enhance public understanding of science

Over the past 20 years, thousands of citizen science projects engaging millions of participants in collecting and/or processing data have sprung up around the world. Here we review documented outcomes from four categories of citizen science projects which are defined by the nature of the activities in which their participants engage – Data Collection, Data Processing, Curriculum-based, and Community Science. We find strong evidence that scientific outcomes of citizen science are well documented, particularly for Data Collection and Data Processing projects. We find limited but growing evidence that citizen science projects achieve participant gains in knowledge about science knowledge and process, increase public awareness of the diversity of scientific research, and provide deeper meaning to participants’ hobbies. We also find some evidence that citizen science can contribute positively to social well-being by influencing the questions that are being addressed and by giving people a voice in local environmental decision making. While not all citizen science projects are intended to achieve a greater degree of public understanding of science, social change, or improved science -society relationships, those projects that do require effort and resources in four main categories: (1) project design, (2) outcomes measurement, (3) engagement of new audiences, and (4) new directions for research.

Finding the signal in the noise of Citizen Science Observations

While many observations of species are being collected by citizen science projects worldwide, it can be challenging to identify projects collecting data that effectively monitor biodiversity. Over the past several years the allure of taking a “Big Data” approach has provided the opportunity to gather massive quantities of observations via the Internet, too often with insufficient information to describe how the observations were made. Information about species populations — where and when they occur and how many of them are there — (i.e., the signal) can be lost because insufficient information is gathered to account for the inherent biases in data collection (i.e., the noise). Here we suggest that citizen science projects that have succeeded in motivating large numbers of participants, must consider factors that influence the ecological process that affect species populations as well as the observation process that determines how observations are made. Those citizen science projects that collect sufficient contextual information describing the observation process can be used to generate increasingly accurate information about the distribution and abundance of organisms. We illustrate this using eBird as a case study, describing how this citizen science platform is able to collect vital contextual information on the observation process while maintaining a broad global constituency of participants. We highlight how eBird provides information with which to generate biodiversity indicators — specifically distribution, abundance, and habitat associations — across the entire annual cycle, even for populations of long distance migratory birds, a highly challenging taxon.