Engagement in the Data Collection Phase of the Scientific Process is Key for Enhancing Learning Gains

Abstract

Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and self-reported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants’ content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful.