connection to water. Meanwhile, I’m collecting data on the impact of students’ learning by assigning journal questions before, during, and after water education experiences, as well as by reviewing their action plans for water conserva- tion throughout the year. Based on these findings, I will refine my teaching activities and strategies as I better understand my students’ experiences.


Inspiring Engagement in Citizen Science — Linda Ryan and Catherine Kurucz Our Action Research interests stem from our experiences engaging students in EcoSpark’s citizen science program called “Changing Currents.” In this half-day program, stu- dents don hip waders and follow a scientific protocol to sam- ple aquatic “bugs” called benthic macroinvertebrates. They analyze invertebrate diversity to get a snapshot of stream health, and the results are shared on a public database. In alignment to this, our Action Research questions focus on how elementary and secondary students interacted with and were impacted by their citizen science learning experiences in this program. These shared outcomes were explored through different


data collection methods. Catherine volunteered with elemen- tary classes engaged in this program, observing and record- ing students’ reactions and experiences. These students took a playful approach to learning, happy to get their feet wet and their hands muddy, and initiated unstructured inquiry. Could they get a fish to swim between their legs? Would they find a crayfish under the rocks? They expressed feelings of freedom about learning outside of the classroom, and noted how they learned better through hands-on participation with the scientific protocol rather than by examining pre-collected samples. Linda’s secondary students participated in three stream


studies, either completing a rigorous full-day study at Terra Cotta Conservation Area or conducting half-day studies at various sites, and shared their thoughts about the experi- ences in post-excursion interviews. Her students were com- pletely engaged by the sampling process, eager to identify the various species they had collected, and keen to determine what the data indicated about stream health. They later explained their enjoyment of learning outdoors, and several students expressed interest in volunteering as mentors in future studies. One student reflected, “The Terra Cotta study was one of my favourite hands-on activities because we actu- ally followed a protocol like other scientists do.” Action Research has shown us that citizen science stream


studies have positive impacts on student engagement in envi- ronmental learning. Two outcomes of the Changing Currents program we’ve initially noted are elementary students under- taking self-motivated, play-based learning, and secondary students volunteering to mentor younger students in stream studies. Our inquiry has helped us to look deeply at citizen science activities, already part of our regular practice, to understand how and why they provide benefits. Making sim- ple changes to the citizen science process, such as giving students time for their own exploration, changes the learning landscape and makes it more impactful. We’re eager to con- tinue our studies: Catherine continues to explore the benefits


of play and inquiry outdoors, and Linda explores how to best engage her students in citizen science activities through full- day stream studies and repeat excursions.


Teaching through an action research lens


It should be emphasized that in each of these Action Research studies, teachers had already been doing these EE activi- ties, lessons, and assessments with their students, so the data that they collect aligns with their existing teaching routines. Bringing an Action Research lens to their teaching, however, has provided a way for these teachers to explicitly document, analyze, and build upon their ideas, strengths, and teaching strategies, and deepen their understanding of how their stu- dents learn in, about, and for the environment. Just as impor- tantly, these experienced educators are demonstrating their knowledge and expertise in EE in new ways that strengthen their leadership in schools and in educational circles within the pedagogy community. For example, these teacher-re- searchers are routinely presenting at workshops and confer- ences, writing articles for publications, and taking on more active advocacy roles for EE. They are discovering and devel- oping their voices as champions for EE, and connecting with new audiences eager to learn from them. Collectively, they are helping to grow a stronger foundation for systemic change towards environmental sustainability in the TDSB. As our Action Research team grows, so does its impact


on each of us, professionally and personally. We are actively learning from each other through this university-school board collaboration, while discovering many positive effects from being part of a PLC with others who share our passion for EE. This strengthens our resolve to bring environmen- tal learning and activism into our teaching, and informs our belief that Action Research teams focused on EE must become an integral component of school boards’ sustainabil- ity plans moving forward.


Hilary Inwood leads the Environmental and Sustainability Education Initiative at OISE, University of Toronto, and coordinates the TDSB’s Action Research Team in Environmental Education. Alysse Kennedy is an OISE doctoral candidate and occasional teacher with the TDSB. Patricia Heibein is a Kindergarten teacher at Forest Hill Jr. & Sr. Public School in the TDSB. Jennifer Venalainen teaches a Grade 2/3 class at Charles G. Fraser Public School in the TDSB. Adrienne Rigler is a Grade 5/6 teacher at Ryerson Community School in the TDSB. Catherine Kurucz is a TDSB secondary science/geography teacher who has partnered on Citizen Science projects with Linda Ryan, a secondary science teacher from the Peel District School Board.


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