Abstract
This practice-based research within the field of citizen science (CS) focuses on understanding
critical components for developing CS to extend beyond the typical data donation model to one that supports deeper learning engagement to enable citizen involvement in hypothesis formation and testing for local environmental monitoring. Marine Metre Squared (Mm2) is the resulting community and school focused CS project I developed for monitoring of the New Zealand (NZ) coast. The reflective action research methods for designing and implementing this project provided opportunity to trial a variety of approaches to public participation in science and evaluate their effectiveness in a NZ setting.
The Mm2 project was designed to provide opportunities for schools and communities to collect ecological data that facilitates understanding of coastal biodiversity, develop science skills, and provide a platform for investigation of local environmental questions. It aimed to both raise people’s interest in their local shoreline, and to empower locally active roles in coastal management through monitoring and stewardship. Schools are increasingly seeking such learning opportunities outside the classroom where students grow science citizenship skills in real world situations; thus Mm2 was intentially designed with clear educational objectives and the NZ school curriculum in mind.
To inform initial project design, the interest and attitudes of NZ marine scientists towards CS was assessed, in particular to investigate the critical components needed for CS to be recognised as a valid tool for environmental monitoring. Issues surrounding project methodologies that ensure data reliability, and higher-level support systems to facilitate scientist involvement were raised and are further attended to in the subsequent research. So too, are the sometimes, conflicting aspirations of scientists and the educators to achieve both scientific and educational outcomes. Ultimately, these were mutually realised within Mm2 via school/community-based CS that offered opportunity to engage scientifically with environmental questions at a locally relevant scale.
Key design elements (including linking with the school curriculum, provision of high-quality resources and data analysis tools, quality data collection through robust methodology and training, and development of regional networks and partnerships) led to participants developing questions of concern about their local environment and designing further studies to answer these questions. The value of a local issue-focused project to extend student learning beyond the classroom and grow environmental citizenship was clearly demonstrated. In particular, case studies showed that extended involvement enriched school science education and heightened content-specific knowledge, science skills, and awareness of environmental issues. Long-term engagement gave participants skills in environmental monitoring and increased understanding of how they can contribute to the care for the coast, leading to their sense of civic responsibility. Also presented is a concept model to highlight how citizens can be integrated within CS projects in different stages along data pathways, supporting the transition from community-based environmental monitoring to community-led, which is critical in the development and maturation of the environmental citizenship era.