Outcomes


One of the obvious benefits of citizen science projects is accelerated data collection; however, I have had the oppor- tunity to witness numerous unexpected benefits. One of the most surprising was the changes in students’ attitudes. Direct experiences help to enhance learning among students as well as their appreciation for the target resource.9


Having students


partake in these types of activities led them to becoming more attentive and participatory in class, which improved teacher-student relations. They also became more environ- mentally-conscious, which inspired them to recycle and take on various conservation efforts within their respective com- munities, such as clean-up campaigns, recycling, and refor- estation initiatives. Some graduates return on a yearly basis simply to assist with the in-field data collection. They have developed this connection to the project whereby they want to see it through to the end.


My challenge to you


While developing a citizen science project and incorpo- rating it into a field trip may seem like a lot of work, it is definitely worth the investment. The initial planning is the hardest part but as time goes by it gets much easier, and the increase in learning makes it all worthwhile. I encourage you to try incorporating citizen science into at least one of your field trips. Data suggests that the traditional pedagogical approaches to teaching science seem to be falling short when it comes to building students’ science competency.3


There-


fore, why not try a more innovative approach? Incorporating citizen science into field trips and combining this with some traditional pedagogical methods could concurrently enhance science education and promote environmental stewardship in our students.


Leroy Jones works as a Biology lecturer at Sacred Heart Junior College in Belize. He completed this article as a part of his graduate work with Project Dragonfly at Miami Univer- sity in Oxford, Ohio.


Endnotes:


1. Rieger, Cynthia Rau, Effective Lesson Planning: Field Trips in the Science Curriculum. American Physical Society, 2010, p. 1.


2. Orion, Nir. A Model for the Development and Implementation of Field Trips as an Integral Part of the Science Curriculum. School Science And Mathematics, 1993, 93(6), p. 325–331.


3. Shah, Harsh R., & Martinez, Luis R. Current Approaches in Implement- ing Citizen Science in the Classroom. Journal of Microbiology & Biology Education, 2016. 17(1), p. 17–22.


4. Collins, Andrew, Doersch, Krista, Herszenhorn, Laura, Johnson, Rebecca, Matson, Clea, & Young, Allison. Citizen Science Toolkit (2nd ed., pp. 3–47). California Academy of Sciences. (2018), p. 3.


5. McWilliams, Allison. Tips for building an effective network. Huffington Post. Retrieved 13 March, 2018 from https://www.huffingtonpost.com/ entry/tips-for-building-an-effective-network_us_5818eeb6e4b0922c570bd- 32f?utm_hp_ref=networking.


6. Why Networking is Important. American Association of Medical Dosime- trists. Retrieved 13 March, 2018 from https://www.medicaldosimetry.org/ career-services/why-networking-is-important/.


7. Cotton, Debby R.E. & Cotton, Peter A. Field biology experiences of under- graduate students: the impact of novelty space. Journal of Biological Edu- cation, 2009. 43(4), p. 169–174.


8. Elkins, Joe T. & Elkins, Nichole M.L. Teaching Geology in the Field: Significant Geoscience Concept Gains in Entirely Field-based Introduc- tory Geology Courses. Journal of Geoscience Education, 2007. 55(2), p. 126–132.


9. Ballouard, Jean-Marie; Provost, Gregory; Barré, Daniel; & Bonnet, Xavier. Influence of a Field Trip on the Attitude of Schoolchildren toward Unpopular Organisms: An Experience with Snakes. Journal of Herpetol- ogy, 2012. 46(3), p. 423–428.


APPENDIX This is a quick-reference checklist of considerations when planning a field trip:


• Visit the prospective field trip location beforehand to become well-acquainted with the place and to interact with key personnel such as managers and guides. If possible, set up a prospective field trip date and get descriptive materials to assist you with planning.


• Discuss the field trip with administrators and obtain approval to proceed with it. • Plan the objectives of the field trip as well as the activities that will be carried out during it.


• Be sure to prepare consent forms (for students of less than 18 years of age) and have your students get permission to attend the trip.


• Inform other faculty members that you may be taking up their class sessions for the trip, so that they can make the nec- essary adjustment in their schedules.


• Create a trip time schedule and plan for transportation and food. Creating a budget and identifying the financial funding source is important. Will the school cover the cost or will students cover it?


• Conduct pre-trip meetings with students to discuss trip objectives, discuss safety and behavioral standards, delegate responsibilities, discuss trip facilities, and conduct training sessions for students to learn how to properly use the field equipment (if applicable).


• On the field trip day, ensure you are properly prepared for dealing with emergencies and other unexpected illnesses. This is easily addressed by having a first aid kit. It is also advisable to have up-to-date first aid certification.


Green Teacher 119 Page 29


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52