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Andrea Wiggins

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International Journal of Environmental & Science Education





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Citizen science seems to have a natural alignment with environmental and science education, but incorporating citizen science projects into education practices is still a challenge for educators from different education contexts. Based on participant observation and interview data, this paper describes the strategies educators identified for implementing an environmental citizen science project in different education contexts (i.e., classroom teaching, aquarium exhibits, and summer camp) and discusses the practical concerns influencing independent implementation by educators. The results revealed different implementation strategies that are shaped by four categories of constraints: 1) organizational and institutional policies, 2) educators’ time and material resources, 3) learners’ needs and abilities, and 4) aspects of citizen science project design that constitute a higher barrier to entry for educators managing student contributions. We developed a simple two-dimensional model to demonstrate the types of adaptations that educators made to citizen science projects and discussed the potential role of persuasive technologies to address some of the gaps and better facilitate educator and learner participation.


© 2017 Y. He & A. Wiggins. Open Access terms of the Creative Commons Attribution 4.0 International License apply. The license permits unrestricted use, distribution, and reproduction in any medium, on the condition that users give exact credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if they made any changes. (

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.