Graduate Thesis Or Dissertation
 

Practitioner Perspectives of Authentic Participatory Science Activity Systems Situated in Unique Informal Science Education Contexts

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/w0892k93t

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  • Despite a growing body of participatory science research demonstrating the potential benefits of incorporating citizen and community science programs in informal science learning settings, there remain significant challenges to implementing them in some contexts. From the perspectives of the practitioners who facilitate them, this thesis explores how authenticity and other important contextual elements of participatory science activity systems act on outcomes in Antarctic marine tourism and a community environmental education organization in Washington state. Findings from the participatory science literature and practitioner experiences gathered in this study demonstrate facilitators’ perceived authenticity of citizen and community science efforts to be an important concept contributing to many contradictions identified in each activity system. Additionally, facilitators in both contexts described feedback among multiple aspects of the activity systems as critical to mediating outcomes. This research serves as an important in situ foundation for future studies to apply a socio-cultural approach to understand the complex and nuanced nature of participatory science implementation in informal science learning environments. In addition, this thesis reaffirms the utility of Cultural Historical Activity Theory (CHAT) as a practical heuristic in the evaluation and development of education activities and professional practices. Further, this work offers a novel adaptation of the Scanlan Collaborative Interview Method using a CHAT triangle to structure dialogue and reflection by informal science education practitioners.
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