Citizen science – the involvement of members of the public in the collection of scientific data – is currently undergoing a surge in popularity and importance, with many new projects emerging (Silvertown 2009, Dickinson and Bonney 2012). At the same time, the field of outdoor education demonstrates a growing recognition of the importance of local, “place-based” educational endeavours (Beames 2006, Mannion and Lynch 2015), and the promotion of pro-environmental values (Nicol 2003, Higgins 2009). Elsewhere, others have called for closer links between school science curricula and environmental education (Ashley 2000, Gough 2008, Carrier 2009). These developments can be placed within the wider environmental education goals set out at the Tblisi conference (UNESCO 1980), and the United Nations Earth Summit in Rio de Janeiro in 1992, both of which stressed the importance of citizens being actively involved in the protection of the environment (Emmons 1997).

The nascent Polli:Nation project, funded by the UK’s Heritage Lottery Fund (HLF) and administered by the charity Learning through Landscapes (LtL), is illustrative of all of the above trends. The project aims to engage pupils from over two hundred schools across the UK in the active transformation of school grounds into bee-friendly habitats, the maintenance of which is deemed vital for the preservation of our natural heritage (Goulson 2013). One major focus of Polli:Nation will be its contribution to a survey designed by Open-Air Laboratories (OPAL) – a UK-wide network aiming to increase public understanding of the environment.

As well as helping to stem the decline of bee populations, the project’s stated aim is to “create a network of knowledgeable and enthused young conservationists”, with an improved understanding of their local environment and of wider environmental issues (Learning through Landscapes 2014). This focus on the promotion of pro-environmental values necessitates the question: to what extent can participation in citizen science projects assist in promoting such attitudes among young people? This literature review provides an important contribution to an emerging field of study.  

Up to now, the literature around citizen science has focused largely on its implications for scientific research (eg. Bonney et al 2009). There is, however, an emergent literature focused on the potential benefits of citizen science to its “non-professional” participants. From this literature, it is clear that participants are mostly adults with an existing interest in science or the environment, and accordingly, most research has concentrated on this demographic.

Studies have so far indicated that participants in citizen science projects develop their ability to “think scientifically” (Trumball et al 2000), yet have failed to establish a link between participation in citizen science projects and the improvement of attitudes towards science and the environment (Brossard et al 2005, Druschke and Seltzer 2012). They have, however, suggested a link between positive outcomes and frequency of face-to-face interaction with professional scientists (Druschke and Seltzer 2012, Evans et al 2005). Limited studies focused on young peoples’ participation in citizen science projects suggest the value of the experiences for taking science beyond the classroom, making it “real” and relevant (Overholt and MacKenzie 2005), as well as for developing skills of inquiry (Trautmann et al 2012).

Critics, however, point out that a narrow focus on scientific inquiry could hinder the contribution that participation in such projects can make towards environmental education goals. Karrow and Fazio (2010), evaluating the WormWatch educational initiative in Canada, observe that “students assume the position of a detached, objective and impartial ‘scientist’”, and have “little or no opportunity to develop a sustainable and meaningful relationship with their local environment” (p.203). They recommend a more holistic approach involving opportunities for creative as well as scientific activities.

Selected References: Ashley, M., 2000. Science: an unreliable friend to environmental education? Environmental Education Research, 6(3), pp.269-280. Brossard, D., Lewenstein, B. and Bonney, R., 2005. Scientific knowledge and attitude change: The impact of a citizen science project. International Journal of Science Education, 27(9), pp.1099-1121. Carrier, S.J., 2009. The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. Journal of Elementary Science Education, 21(2), pp.35-48. Druschke, C.G. and Seltzer, C.E., 2012. Failures of engagement: Lessons learned from a citizen science pilot study. Applied Environmental Education & Communication, 11(3-4), pp.178-188. Dickinson, J.L. and Bonney, R. eds., 2012. Citizen science: Public participation in environmental research. Cornell University Press. Evans, C., Abrams, E., Reitsma, R., Roux, K., Salmonsen, L. and Marra, P.P., 2005. The Neighborhood Nestwatch Program: Participant Outcomes of a Citizen‐Science Ecological Research Project. Conservation Biology, 19(3), pp.589-594. Gough, A., 2009. Towards more effective learning for sustainability: reconceptualising science education. TCI (Transnational Curriculum Inquiry),5(1), pp.32-50. Goulson, D., 2013. A sting in the tale. Jonathan Cape, London. Higgins, P., Nicol, R. and Ross, H., 2006. Teachers’ approaches and attitudes to engaging with the natural heritage through the curriculum. Perth: Scottish Natural Heritage. Retrieved, February, 14, p.2009. Higgins, P., 2009. Into the big wide world: Sustainable experiential education for the 21st century. Journal of Experiential Education, 32(1), pp.44-60.Learning through Landscapes. 2014. Polli:Nation Activity Plan 2015 – 18. Karrow, D. and Fazio, X., 2010. Educating-within-place: Care, citizen science, and ecojustice. In Cultural studies and environmentalism (pp. 193-214). Springer Netherlands. Learning through Landscapes. 2014.Polli:Nation Activity Plan 2015 – 18. Mannion, G., Fenwick, A. and Lynch, J., 2013. Place-responsive pedagogy: Learning from teachers’ experiences of excursions in nature. Environmental Education Research, 19(6), pp.792-809. Mannion, G. and Lynch, J., 2015. The primacy of place in education in outdoor settings. Routledge International Handbook of Outdoor Studies. Nicol, R., 2003. Outdoor education: Research topic or universal value? Part three. Journal of Adventure Education & Outdoor Learning, 3(1), pp.11-27. Overholt, E. and MacKenzie, A.H., 2005. Long-term stream monitoring programs in US secondary schools. The Journal of Environmental Education, 36(3), pp.51-56. Silvertown, J., 2009. A new dawn for citizen science. Trends in ecology & evolution, 24(9), pp.467-471. Trautmann, N.M., Shirk, J.L., Fee, J. and Krasny, M.E., 2012. Who poses the question. Citizen science: Public participation in environmental research, pp.179-190. Trumbull, D.J., Bonney, R., Bascom, D. and Cabral, A., 2000. Thinking scientifically during participation in a citizen‐science project. Science education, 84(2), pp.265-275.