Making meaning out of science: Using Nature’s Notebook to engage citizens in exciting and relevant...
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Making meaning out of science: Using Nature’s Notebook to engage citizens in exciting and relevant research LoriAnne Barnett, Education Coordinator, USA-NPN
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Transcript of Making meaning out of science: Using Nature’s Notebook to engage citizens in exciting and relevant...
Making meaning out of science:Using Nature’s Notebook to engage citizens
in exciting and relevant research
LoriAnne Barnett, Education Coordinator, USA-NPN
Phenology
Just to be clear…
phRenology – a pseudoscience focused on
measurements of the human skull and size of
the brain
phOnology – a branch of linguistics concerned with the
organization of sounds in
language
A NATIONAL NETWORK OF INTEGRATED PHENOLOGICAL
OBSERVATIONS ACROSS SPACE AND TIME.
Primary goal• Observe phenological events• Understand how plants, animals &
landscapes respond to climate change. • Create a standardized dataset for use
in multiple types of research.
Mission• Make phenology data, models and
related information available to scientists, resource managers and the public.
• Encourage people of all ages and backgrounds to observe and record phenology.
USA National Phenology Network
Photo credit: C. Enquist
USA National Phenology Network
654 plant species and 243 animal species = ~900 total
2572 observers reporting (8094 total) making ~350,000 observations1
1As of 7-31-13
Meaningful Science
Photo credit: P. Warren
How do we teach science and climate literacy
in a way people can
understand, relate to self-select
and continue to participate on their own…
From a national perspective?
Meaningful Science
Photo credit: P. Warren
Photo credit: L. Barnett
Photo credit: P. WarrenPhoto credit: L. BarnettPhoto credit: I. Shiach
Challenge:
Cohesive, themed program
Long-term participation and quality data
Limited staff and time
Meaningful Science
Photo credit: P. Warren
Photo credit: L. Barnett
Photo credit: P. WarrenPhoto credit: L. BarnettPhoto credit: I. Shiach
Response
Master Gardener Case Study
Results
Future considerations
Response
Ecology and Environmental Education
Land Management
Critical Thinking Skills
Data Analysis
Response
Interpretation
Photo credit: L. Barnett
Structure Meaningful Passion Personal curiosity
Skills to teach:• Observation• Scientific process• Record-keeping
Response
www.4h.wsu.edu
Response
Cooperative Extension volunteer programs designed to educate the public about gardening and horticulture.
40 hour course (one time)
40 hour volunteer service (annual)
20 two – three hour lectures
Response
Site-based Engagement
Response
Phenology
Landscape Design
Integrated Pest Management Xeriscape
Gardening
Planting Schedules
Response
©Wikimedia Commons
©Wikimedia Commons
©Wikimedia Commons
• Growing-degree days (GDD) used to measure when to manage the moths
• Start accumulating once they are showing up in pheromone traps
• 175DD (base = 45) after first sustained catch is time for spraying
Oriental fruit moth
management
Master Gardener Case Study
Observed once a week for 8 weeks
1. Intro to Phenology2. Research 3. Examples of application4. Intro to Nature’s
Notebook5. Collect Nature’s
Notebook data
YEAR 1
Master Gardener Case Study
Observed once a week for 13 weeksPre-assigned groups
1. Climate and life zones2. Species and diversity3. Phenology4. Master Gardeners and
Phenology5. Future applications
YEAR 2
Results
Post Class Survey Results:
2012
2013
Results
Post Class Survey Results:
“…makes you more aware,”
“Very informative… motivate(s) me to record more than…when I hear the first cicada,”
“Phenology touches everything…brings to light…connecting you already know…tests your new insights [that will] make it more meaningful.”
“Surprised at how much more I paid attention to plants in my garden.
Pima Extension Office Data Comparison
1. Data for Creosote in 2012 vs. 20132. Data for Ocotillo in 2013
Dark Grey = no dataLight Grey=User entered “no”Color corresponds to phenophase
FUTURE:• Interpretive walk, grounded in
ecology • Focus on scientific questions• MGs design experience• Support for year-round
participation
Results
Conclusions:• Most MGs appreciate the
opportunity• Most MGs are not inspired to carry
on • On site continuation rate of 20%
achieved Photo credit: B. Powell
Photo credit: B. Powell
FUTURE:• Interpretive walk, grounded in
ecology • Focus on scientific questions• MGs design experience• Support for year-round
participation
Future Consideration
Conclusions:• Most MGs appreciate the
opportunity• Most MGs are not inspired to carry
on • On site continuation rate of 20%
achieved Photo credit: B. Powell
Photo credit: B. Powell
Future Consideration
Science questions to answer: • Is the monsoon season correlated with the dropping of ripe mesquite beans?
• When is the best time to harvest mesquite beans to get the most beans per effort?
• How far into the monsoon season is it safe to collect beans without aflatoxins?
Meaningful Science
Photo credit: P. Warren
Photo credit: L. Barnett
Photo credit: P. WarrenPhoto credit: L. BarnettPhoto credit: I. Shiach
Challenge:
Cohesive, themed program
Long-term participation and quality data
Limited staff and time
Meaningful Science
SuggestionsKnow your
audienceDevise meaningBig-picture Learn interpretive
skills1
Communicate understandable science
Take-aways
1Tilden, F. (1957). Interpreting our heritage.
Photo credit: P. Warren
Photo credit: L. Barnett
QUESTIONS?
Thank you!
LoriAnne [email protected]
You’re invited to connect with USA-NPN…
• Sign up for a phenology e-newsletter (quarterly)
• Join the Nature’s Notebook community and become an observer: Contribute to science while having fun!
• Discover new tools and resources for work or play
LoriAnne [email protected]
@loriannebarnett
