Integrating Culturally-Responsive, Locally Relevant Learning and Citizen Science Through Arctic and Earth SIGNs

Abstract

To build the capacity to navigate the challenges associated with a changing climate, learning in Arctic communities must not only increase knowledge, but also generate new knowledge as the rapid changes occur. Citizen science, the process whereby citizens (including K-12 students) are involved in science as researchers, presents a possible mechanism to meet this need. However, hypothesis-driven models of citizen science have been criticized for a disconnect between scientific agendas and the priorities and needs of diverse communities. The new education and research program at the University of Alaska Fairbanks, entitled Arctic and Earth SIGNs (STEM integrating GLOBE and NASA), provides new opportunities for K-12 students, pre- and in-service teachers and lifelong learners from diverse communities to engage in citizen science learning.