A New Generation of Citizen Scientists: Self-Efficacy and Skill Growth in a Voluntary Project Applied in the College Classroom Setting

Abstract

Using citizen science resources and projects in university education is a burgeoning pedagogical tool that can promote real-world application of science, autonomous learning, and understanding of self-efficacy in science learning. In this case study, we examined several factors relating to self-efficacy and skill growth in STEM and non-STEM majors in life science courses of different levels at one university. Four life science classes in Fall 2022 (n = 109 students) voluntarily participated in a self-guided pollinator training module. Motivations, previous awareness, participation, and self-efficacy and self-identification for citizen science participation and for general scientific inquiry were assessed through pre- and post-surveys before and after module training. Students characterized themselves as STEM or non-STEM majors to understand self-identity. In having students self-report their identity in STEM, we found a trend (79.2%) of natural resource and agricultural majors ranking themselves as non-STEM. Across all participants, we observed a significant increase for learning outcomes between pre- and post-survey results (ɑ = 0.05). Self-reported non-STEM students showed a positive trend between surveys across survey questions. In comparison, self-reported STEM students showed very little increase across surveys but ranked highly in both pre- and post-survey results (mean = 3.42 out of 4). Overall, our findings suggest that even small-scale citizen science–based projects may increase students’ familiarity with concepts based in scientific inquiry and meet learning outcomes benefitting the goals of both higher education and citizen science initiatives.

Keywords

• undergraduate education
• selfidentity
• learning outcomes
• self-efficacy
• self-guided learning; inaturalist