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Citizen SciencePublic Participation in Environmental Research$
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Janis L. Dickinson and Rick Bonney

Print publication date: 2012

Print ISBN-13: 9780801449116

Published to Cornell Scholarship Online: August 2016

DOI: 10.7591/cornell/9780801449116.001.0001

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Who Poses the Question?

Who Poses the Question?

Using Citizen Science to Help K–12 Teachers Meet the Mandate for Inquiry

Chapter:
(p.179) 12 Who Poses the Question?
Source:
Citizen Science
Author(s):

Nancy M. Trautmann

Jennifer L. Shirk

Jennifer Fee

Marianne E. Krasny

Publisher:
Cornell University Press
DOI:10.7591/cornell/9780801449116.003.0013

This chapter explains how citizen science can foster true inquiry in the classroom, with particular emphasis on K–12 education. It considers how citizen science can be used by teachers to help their students pose their own questions, thus bringing personal relevance and meaning to student research, inspiring interest and motivation to learn. It also discusses curricular support for inquiry in citizen science, citing as an example the Cornell Lab of Ornithology's BirdSleuth curriculum that was designed to support student participation in citizen science projects. Finally, it describes a range of materials and opportunities provided by citizen science projects in support of inquiry-based learning, including data displays and analysis tools, teacher professional development, and mentoring by scientists.

Keywords:   citizen science, Cornell Lab of Ornithology, curriculum, citizen science projects, inquiry-based learning, mentoring, scientists, K–12 education, teachers, students

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