| ESA1:Environmental Science Content and Science Practice, and Norms of science |
| ESA |
Definition |
Quote |
| Norms of science |
Participant talks about norms or rules or protocols that need to be followed, whether for collecting or reporting data or location (such as a lab or a place similar to scientific setting |
“To my understanding with Penguin Watch, CS it to have a lot of volunteers go over the same images and count the number of penguins in each image, and then they use that data to figure out breeding and population patterns throughout the season.” (Learner 3 - F – 18) |
| Scientific skills/using the tools |
Participants describe their own engagement with any stage of scientific research |
“On Zooniverse, I learn about penguins. I had to count penguins and mark adult penguins, baby penguins and other animals on the photo.” (Learner 16- M – 11) |
| Draws on prior knowledge and science skills |
Participant connects prior experience and content knowledge and skills (scientific practice) to the current learning environment |
“I’m part of a youth birding club at a park nearby my home, so I think that really helped because I know about these birds in a way, and it’s interesting to learn a little bit more about them.” (Learner 27- M – 12) |
| Scientific knowledge & Environmental Science Content |
Participant talks about learning new content, adding to their science knowledge |
“I’m not sure of the name in English but it’s a kind of [Zooniverse project] about birds that was in Iceland and evolved through the years of drought. I just thought it was quite related because that one was a big Iceland data study, and this was as well. I just went with that first then I branched out.” (Learner 19- F – 18) |
| Perception of how Citizen Science works |
When participants explain about how Citizen Science works or how online CS programs like Zooniverse work |
“My contributions after I submit them get looked over by scientists” (Learner 38- F – 11) |
| Youth’s perspective on or experience with DATA |
Connecting observation and fieldwork to Data |
“I’m sure it’s a bunch of different people viewing those images and putting in their own opinion on what it is that they see. Then that gets filtered through to see which one is accurate. I’m sure it’s a population count because the ones I do, which is for the wildlife, those more relate to population numbers distinguishing their behaviour and knowing how much of certain individuals are in the population like adults and females versus the children.” (Learner 5 - F – 18) |
| Displays of scientific reasoning |
ESA provides context for learners to engage in scientific enquiry toward specific social purposes |
“I would say, obviously with the practicing it and with the herbarium specimen that I was getting faster and better with it. I guess noticing the smaller details of certain things and just being able to discern what certain things were saying and reordering things, and stuff like that.” (Learner 11 - M – 19) |
| ESA2: Identification of roles in the practice of science |
| ESA |
Definition |
Quote |
| Ownership |
Youth developed ownership within the scientific process through figuring out how to collect and analyse data to answer their questions |
“I ensure that the counts producing were accurate and using that knowledge of identifying which penguin was a chick and which was not. Sometimes you’d have to use the field guide to know the season that the penguins were in and whether that meant that there were chicks that season or whether there were eggs that season. Just having to apply that outside knowledge made it more than just a rote’s identification task, I made it feel more like doing actual science. (Learner 3 - F – 18) |
| Shares knowledge/ expertise/teaching others |
Became a content expert and took on more responsibility for communications to outside audience |
“I told school friends that I enjoy using it and what I do on there. They seemed to be quite interested and I think they checked it out.” (Learner 24- M – 12) |
| Takes on Roles or developing new role |
Youth find specialized roles within the project and become an expert or resource to the group for that topic |
“ I could intuitively understand which one they’re asking me to look for. It’s also easier for me to pick out which behaviour an animal’s doing because I’ve seen examples of it in the past.” (Learner 21 - F – 16) |
| Science identity - Performance |
Participants say that they got better at something |
I feel confident to find new project on Zooniverse.[..] I got better at looking for details. (Learner 4- M – 13) |
| Science identity - Competence |
Understanding the topic and becoming comfortable engaging in |
“Taking part in Zooniverse raise questions …. I’ll go and keep track and see what planet they’ve identified as a result of this and after everything … It’s probably outside of Zooniverse that I look at research article, on Google or something.” (Learner 33 - F – 17) |
| Science identity - Recognition by others |
Being recognized by others as a good “scientist”, using tools and hypothesizing solutions/ideas |
“I’ve had been pulled up a couple times and friends have asked me questions about it so I have answered them. Yes, I basically told them what the platform was and what the projects I was doing were about.” (Learner 33 - F – 17) |
| Increase Value or Gaining new value |
Participants talk about gaining a new perspective by valuing or taking an interest in science |
“With my participation in Zooniverse I learned some new things. This is the most important thing in science, maybe learning. I learned for example, how photometry works with the exoplanets, or how it feels to do research in a practical way, in practice.” (Learner 22 - M – 18) |
| ESA3: Development of a sense of agency |
| ESA |
Definition |
Quote |
| Desire to become some type of scientist |
Participants envisioning themselves to become a scientist and performing in any type of science |
Next year I’m going to university and I want to pursue a life science major, so I think science is going to be a part of my life that’s going to stay outside of school …. Zooniverse reinforced that specific idea of how important data and the work of gathering data is to science […]Zooniverse really lets you be a part of that initial data gathering stage, lets you see how those conclusions were reached and just how much work is needed to do that research.” (Learner 3 - F – 18) |
| Taking initiatives to do/help/ contribute to science |
Participant takes to start a new project, make a new observation, use the tools outside of the program or use a platform (i.e. Zooniverse) |
“ Zooniverse was useful. I use it in my degree currently in the university. I was learning the different kinds of animals out there. That’s broadening my knowledge of what I can teach to children too.” (Learner 30 - F – 19) |
| Describes plans to use (scientific) practice in another context |
An action or intention a youth demonstrates to use the tools or/and scientific practice learned in the program in another context |
I’ve always been interested in some kind of science and Zooniverse really helped me to find out which part of science I was most interested in.[…] Zooniverse is making me searching a bit more about astronomy […] I write a blog about Astronomy (Learner 24-M – 12) |
| Transformation of practice as a result of agency (generative) |
Change of practice within a platform (e.g. level of expertise in using the platform) |
“I was doing the animal ones and the science one or the space ones at the same time. I was never a big fan of transcribing because I can’t read handwriting, but then I found notes from nature which most of them are typed out so I could actually transcribe them a lot easier. I’ve just been doing them. [ …. ] the cyclones and the Caribbean projects, [transcriptions] helped from that. Actually went in and looked at all the reports and what they’ve done about it and how they use that information that we provided for it.” (Learner 30 - F – 19) |
