Science educators' perspectives on learning to utilize citizen science in our teaching

This chapter explores how six science educators (two middle school science teachers, two high school science teachers, and two postsecondary science teacher educators) engaged in self-study of their own practice in regard to incorporating a citizen science learning experience into their classrooms. Using a collaborative self-study, qualitative data were collected through self-reflections. We analyzed for themes in regard to our perceptions of student learning and teacher identity development to better understand what affordances and constraints we had in common to inform our practice. Four themes emerged for perceptions of student learning: student interest, collaborative learning, authentic practice, and scientific observation skills, while three themes emerged for teacher identity development: working through inexperience, observing student perceptions, and examination. Overall, the citizen science learning experience increased engagement for all three levels of students (middle, high, and postsecondary) from the educators' perspectives, provided access to authentic scientific practices, helped educators engage in new teaching practices, and developed our identity formation as science educators.