Place-based and data-rich citizen science as a precursor for conservation action

Area of Science:

• Environmental Education
• Citizen Science
• Conservation Literacy

Background:

• Traditional environmental education assumes knowledge leads to action.
• This study investigates the link between participation in citizen science and conservation behaviors.

Purpose of the Study:

• To explore measurable changes in understanding and action among citizen science participants.
• To identify the connections between knowledge, place-based learning, and conservation engagement.

Main Methods:

• Surveyed and interviewed 432 participants in the Coastal Observation and Seabird Survey Team (COASST).
• Analyzed performance data to assess changes in knowledge, skills, and connection to place.
• Utilized a scientifically rigorous, place-based citizen science program.

Main Results:

• Participation in COASST led to significant increases in participant knowledge and skills.
• Found a greater connection to place and community among participants.
• Observed an increased awareness of anthropogenic impacts due to enhanced scientific understanding.

Conclusions:

• Place-based, data-rich citizen science fosters personal meaning-making and understanding of ecosystem processes.
• Nested individual and collective experiences enhance understanding of local and regional ecological scales.
• Science-based learning cultivates informed concern, enabling personalized prioritization and conservation action.