Grounding a Program Theory to Enable Authentic Inquiry Through Citizen Science

Abstract

Extension programs are well-suited to provide youth and adults with exposure to science. However, designing programs to fully engage participants in deeper experience with science practice is a complicated challenge. Grounded theory is one research approach that Extension staff can use to explicate these program models. The Driven to Discover: Enabling Student Inquiry through Citizen Science project (D2D), funded by the National Science Foundation, demonstrates potential for using grounded theory to identify factors that provoke authentic inquiry by youth-adult research teams using citizen science experiences. Through a deductive coding approach, researchers are analyzing data from project participants to build understanding of elements that worked well and challenged the citizen science research teams. Preliminary analysis has identified 14 themes that describe important design elements across categories of the setting and situation for the program, program design and structure, and team characteristics. Relationships among these themes also highlight interconnections among setting, program, and participants.