Center for the Advancement of <br />Informal Science Education (CAISE)<br />CAISE Inquiry Group Report, July 2009<br />Pub...
Scientist/ Technician<br />Public Participants<br />Steps in scientific process:<br />Define a question/issue<br />Gather ...
PPSR models:<br />Contributory<br />Collaborative<br />Co-Created<br />Define a question/issue<br />Gather information<br ...
Project FeederWatch<br />Contributory<br />Boundary ofNorthern Range<br />2005<br />2000<br />1995<br />1990<br />
Shermans Creek Conservation Association<br />Co-created<br />Flickr photo, sierraclub<br />Flickr photo, 900hp<br />
Science center citizen science participation distribution:<br />Define a question/issue<br />Gather information<br />Devel...
Canadian Community Monitoring Network<br />(Pollock and Whitelaw 2005; Vaughan et al 2003)<br />timely      accessible  ...
Environmental activities<br />Values and perspectives<br />Recording<br />Experience(internal)<br />Information(external)<...
Engaging researchers: Potentials<br />
Engaging researchers: Challenges<br />Logistic<br /><ul><li> Researcher aren’t everywhere</li></ul>Perceived<br /><ul><li>...
 Making the global local
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Adding Dialogue to Citizen Science

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  • The NSF has a center for ISE CLO recognized as leaders in CS and ISEWe &amp; colleagues defined the field of Citizen Science &amp; provided recommendations for its improvementRecommendations from report widely cited, used in NSF grant proposals, some of which were funded: National Geographic, Audubon, and University of Minnesota.
  • How those other steps might relate to dialogue.
  • The challenge in doing this is precisely in the assumption that people make evidence-based decisions, particularly in contexts related to risk. It has been assumed that people are rational, analytical, and essentially make decisions cognitively. More recently, particularly in the context of climate change, it is being recognized that the affective elements of emotion, of values and trust, are just as much at play. So that when people are confronted with evidence, it can variably be interpreted as something that is or is not of pressing concern.
  • Adding Dialogue to Citizen Science

    1. 1. Center for the Advancement of <br />Informal Science Education (CAISE)<br />CAISE Inquiry Group Report, July 2009<br />Public Participation in Scientific Research: Defining the Field and Assessing its Potential for Informal Science Education<br />Bonney, R., Ballard, H., Jordan, R., McCallie, E., Phillips, T., Shirk, J., and Wilderman, C.<br />
    2. 2. Scientist/ Technician<br />Public Participants<br />Steps in scientific process:<br />Define a question/issue<br />Gather information<br />Develop explanations<br />Design data collection methods<br />Collect data/samples<br />Analyze samples<br />Analyze data<br />Interpret data/conclude<br />Disseminate conclusions<br />Discuss results/inquire further<br />
    3. 3. PPSR models:<br />Contributory<br />Collaborative<br />Co-Created<br />Define a question/issue<br />Gather information<br />Develop explanations<br />Design data collection methods<br />Collect data/samples<br />Analyze samples<br />Analyze data<br />Interpret data/conclude<br />Disseminate conclusions<br />Discuss results/inquire further<br />
    4. 4. Project FeederWatch<br />Contributory<br />Boundary ofNorthern Range<br />2005<br />2000<br />1995<br />1990<br />
    5. 5. Shermans Creek Conservation Association<br />Co-created<br />Flickr photo, sierraclub<br />Flickr photo, 900hp<br />
    6. 6. Science center citizen science participation distribution:<br />Define a question/issue<br />Gather information<br />Develop explanations<br />Design data collection methods<br />Collect data/samples<br />Analyze samples<br />Analyze data<br />Interpret data/conclude<br />Disseminate conclusions<br />Discuss results/inquire further<br />
    7. 7. Canadian Community Monitoring Network<br />(Pollock and Whitelaw 2005; Vaughan et al 2003)<br />timely  accessible  relevant  useful<br />
    8. 8. Environmental activities<br />Values and perspectives<br />Recording<br />Experience(internal)<br />Information(external)<br />Empowerment<br />Interpretation<br />Decision making<br />Adapted from Lawrence 2009<br />
    9. 9. Engaging researchers: Potentials<br />
    10. 10. Engaging researchers: Challenges<br />Logistic<br /><ul><li> Researcher aren’t everywhere</li></ul>Perceived<br /><ul><li> Interpreting complex ideas
    11. 11. Making the global local
    12. 12. Engaging diverse stakeholders
    13. 13. Controversy/advocacy</li></li></ul><li>Decisions about risk<br />Rational<br />Analytical<br />Cognitive<br />Emotional<br />Value-based<br />Affective<br />(Leiserowitz 2006)<br />
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