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\"Here, we offer suggestions for strategic thinking by citizen science practitioners and their scientific peers and for tactical investment by private funders and gover nment agencies to help the field reach its full potential.\" (Bonney et al 2014:1436)

\"And many environmental protection agencies use volunteer waterand air-quality data to target streams and neighborhoods for protection.\" (Bonney et al 2014:1436)

\"Those who seek to b uild capacity in the c i t i z e n s c i e n c e fi e l d c a n h e l p by d eve l o p - i n g a n d i m p r ov i n g o p e n - s o u r c e d a t a m a n - a g e m e n t t e c h n o l og i e s , d a t a a n a ly s i s t o o l s , p r o f e s s i o n a l d ev e l o p m e n t o p p o r t u n i t i e s , a n d p r o j e c t eva l u a t i o n s e r v i c e s s i m i l a r t o those already available in other fields of science.\" (Bonney et al 2014:1437)

\"requires deliberate design that is attentive to diverse interests, including why and how members of the public would even want to be involved ( 11).\" (Bonney et al 2014:1437)

\"Investments in infrastr ucture and par tnerships that help to create more local projects with both science and social components could leverage undera p p r e c i a t e d k n ow l e d g e s o u r c e s , i n c l u d i n g local and traditional knowledge.\" (Bonney et al 2014:1437)

\"Such effor ts could also infor m the questions and issues pursued through citizen science, leading to new research and a stronger science-society relationship.\" (Bonney et al 2014:1437)

this is a coordination issue, which technology can help address (note on p.1437)


\"One solution to reduce project redundancy is for s c i e n t i s t s a n d p r o j e c t d eve l o p e r s t o a d o p t , a d a p t , o r c o l l a b o r a t e w i t h a l r e a d y - p r ove n projects and to fit them to their area or topic o f i n t e r e s t . T h i s a p p r o a c h a l s o r e d u c e s t h e expense of design, testing, and implementation when a project is star ted from scratch. eBird, for example, has developed por tals t h a t a l l ow p a r t n e r s t o c u s t o m i z e t h e p r o - g ram for specific regions or data-collection processes, while still channeling all prog ram data into one accessible repositor y.\" (Bonney et al 2014:1437)

\"As another example, the Famine Early War nings Systems Network enlists local monitors to repor t data, such as rainf all and staple food prices, around the world for use in ensuring food security ( 13).\" (Bonney et al 2014:1437)

\"Citizen Science Association (CSA; www.citizenscienceassociation.org). The g roup s goals are to promote and suppor t citizen science best practices in such areas as data management, scientifi c rigor, ethics, and project evaluation.\" (Bonney et al 2014:1437)

\"M o s t c i t i z e n s c i - ence projects work independently, and many citizen science data sets containing a wealth of infor mation are unknown or unavailable to decision-makers. The process of making these data accessible and usable as a tool for meeting some of science and society s g rand challenges would be facilitated by organizing around citizen science centers.\" (Bonney et al 2014:1437)

Centes for organizing data, sharing best practices, capacity-building. Also for articulating and achieving EDUCATIONAL and COMMUNITY_DEVELOPMENT GOALS for aprticipants. (note on p.1437)


\"C e n t e r s a l s o c o u l d h e l p t o c o o r d i - nate questions being asked of citizen science data, methods of answering those questions, a n d t e c h n i q u e s f o r a c h i ev i n g e d u c a t i o n a l and community-development goals for participants. As such, centers for citizen science would be excellent strategic investments for both private and gover nment foundations.\" (Bonney et al 2014:1437)

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Design Based Implementation Research
Volume: 112 Issue: 2
Editor(s): Barry J Fishman | William R. Penuel
\n\n
", "tags": [], "collections": [ "6FP24C3V" ], "relations": {}, "dateAdded": "2014-10-14T14:36:08Z", "dateModified": "2014-10-14T14:36:08Z" } }, { "key": "GTXP54H4", "version": 2, "library": { "type": "group", "id": 296376, "name": "Informal STEM Ed", "links": { "alternate": { "href": "https://www.zotero.org/groups/informal_stem_ed", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/296376/items/GTXP54H4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/informal_stem_ed/items/GTXP54H4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 780848, "username": "apapendieck", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/apapendieck", "type": "text/html" } } }, "creatorSummary": "Institute of Education Sciences - U.S. Department of Education", "parsedDate": "2013", "numChildren": 0 }, "data": { "key": "GTXP54H4", "version": 2, "itemType": "report", "title": "Common Guidelines for Education Research and Development", "creators": [ { "creatorType": "author", "name": "Institute of Education Sciences - U.S. Department of Education" } ], "abstractNote": "This document, released in September 2013, grew out of a Joint Committee of the U.S. Department of Education (ED) and the National Science Foundation (NSF) that was convened to establish cross-agency guidelines for improving the quality, coherence, and pace of knowledge development in STEM education. In this report, the Joint Committee 1) defines the types of ED- and NSF-funded research that relates to the development and testing of interventions and strategies designed to increase learning, and 2) specifies how the types of research relate to one another, and describe the theoretical and empirical basis needed to justify each research type. Through this document, the Joint Committee seeks to provide a broad framework that clarifies research types and provides basic guidance about the purpose, justification, design features, and expected outcomes from various research types. 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Extracted Annotations (10/6/2014, 12:00:11 PM)

\n

\"1. What are the dimensions of PPSR engagement and how can we measure them across different project models?\" ( :1)

\n

\"2. Within and among projects, what is the relationship between participant engagement and individual learning outcomes?\" ( :2)

\n

\"learning outcomes derived from Learning Science in Informal Environments (NRC, 2009) and developed for the DEVISE project described below. The six measures include: Behavior & Stewardship, Skills of Science Inquiry, Knowledge of the Nature of Science, Interest in Science & the Environment, Efficacy, and Motivation.\" ( :2)

\n

\"The proposed research will look at how engagement affects learning outcomes, as assessed by these six measures (science\" ( :2)

\n

\"3. How does degree and quality of participation in scientific research develop and/or reinforce individual science identity?\" ( :2)

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\"consistent, regular, and synoptic measurement of key food security indicators. This issue is compounded by estimation methods that involve making broad assumptions (Barrett, 2010; FAO, 2012). The determinants of food and nutrition security have become increasingly globalized as reflected by recent food price volatility beginning in 2007 and 2008 (IFPRI, 2011; Webb, 2010). In a world that is both increasingly urban and increasingly interconnected, many families are relying on the mark\" (Mock et al 2013:41)

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