Fostering student metacognition and motivation in STEM through citizen science programs

Abstract

Current educational trends center on enhancing science, technology, engineering, and mathematics (STEM) programs within formal and informal learning settings to motivate students to enter science related careers. The purpose of the chapter is to examine the role of informal learning setting activities, namely citizen science programs, in promoting student metacognition and STEM career motivation from a social cognitive career perspective. Citizen science programs involve data collection on the part of hobbyists to contribute to the work of professional scientists on large scale natural studies. In order to assemble data that is scientifically rigorous, hobbyists receive training on data collection. According to research studies, the interaction with field experts in developing scientific observation skills has far reaching benefits in terms of student development of metacognitive skills, motivation, achievement, and STEM career pathways. In this chapter, we describe citizen science programs as a type of informal science learning approach that offers significant contributions in enhancing student metacognition and STEM career paths. We also provide information on essential characteristics of effective citizen science programs. Third, we focus on metacognition and its role on student achievement in science from a social cognitive perspective. Specifically, we address the development of scientific observation skills as a metacognitive process of student self-regulation, an integral component of citizen science programs. Fourth, we review research on the impact of citizen science programs on metacognition, motivational processes, and career planning. Fifth, we describe the design of effective citizen science programs within an educational context. Finally, we will discuss implications for educators, students, parents, and policymakers as citizen science programs are pertinent pedagogical activities which reinforce student metacognition, science achievement, and STEM career motivation. Future directions and recommendations of research are also discussed.