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How Can Participating in a Forest Community and Citizen Science Program Support Elementary School Students’ Understanding of Socio-Ecological Systems?

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Listed:
  • Shulong Yan

    (Center for Community and Citizen Science, School of Education, University of California, Davis, CA 95616, USA)

  • Alexandra I. Race

    (Center for Community and Citizen Science, School of Education, University of California, Davis, CA 95616, USA)

  • Heidi L. Ballard

    (Center for Community and Citizen Science, School of Education, University of California, Davis, CA 95616, USA)

  • Erin Bird

    (Center for Community and Citizen Science, School of Education, University of California, Davis, CA 95616, USA)

  • Sol Henson

    (Sierra Streams Institute, Nevada City, CA 95959, USA)

  • Evan F. Portier

    (Sierra Streams Institute, Nevada City, CA 95959, USA)

  • Amanda Lindell

    (Inform Evaluation & Research, Amherst, MA 01002, USA)

  • Maryam Ghadiri Khanaposhtani

    (Organizational Excellence Team, University of California, Davis, CA 95616, USA)

  • Jadda M. Miller

    (Center for Community and Citizen Science, School of Education, University of California, Davis, CA 95616, USA)

  • Emma R. Schectman

    (Center for Community and Citizen Science, School of Education, University of California, Davis, CA 95616, USA)

Abstract

In the face of the climate crisis, sustainability education must include a focus on understandings of socio-ecological systems (SES) and applying systems thinking (ST) skills. This study investigates a Community and Citizen Science (CCS) program designed for elementary school students to collect forest data to better understand their SES and gain insights into wildfire management in a California region recently ravaged by wildfires. We examine the development of fourth-grade students’ systems thinking skills and understandings of SES, seeing these as crucial components toward fostering agency with science to support climate resilience. We found that students were capable of recognizing the intricate impacts of wildfires on interconnected human and ecological systems and demonstrated varying levels of proficiency in systems thinking skills. This place-based CCS program cultivated knowledge and skills in young learners that may contribute to better socio-ecological resilience and proactive sustainability efforts.

Suggested Citation

  • Shulong Yan & Alexandra I. Race & Heidi L. Ballard & Erin Bird & Sol Henson & Evan F. Portier & Amanda Lindell & Maryam Ghadiri Khanaposhtani & Jadda M. Miller & Emma R. Schectman, 2023. "How Can Participating in a Forest Community and Citizen Science Program Support Elementary School Students’ Understanding of Socio-Ecological Systems?," Sustainability, MDPI, vol. 15(24), pages 1-19, December.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:24:p:16832-:d:1299950
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    References listed on IDEAS

    as
    1. Sarah Clement & Katie Spellman & Laura Oxtoby & Kelly Kealy & Karin Bodony & Elena Sparrow & Christopher Arp, 2023. "Redistributing Power in Community and Citizen Science: Effects on Youth Science Self-Efficacy and Interest," Sustainability, MDPI, vol. 15(11), pages 1-16, May.
    2. Steven Gray & Eleanor J. Sterling & Payam Aminpour & Lissy Goralnik & Alison Singer & Cynthia Wei & Sharon Akabas & Rebecca C. Jordan & Philippe J. Giabbanelli & Jennifer Hodbod & Erin Betley & Patric, 2019. "Assessing (Social-Ecological) Systems Thinking by Evaluating Cognitive Maps," Sustainability, MDPI, vol. 11(20), pages 1-11, October.
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