Evaluating the Impacts on Young People and Their Teachers Who Participate in Genuine Scientific Research Whilst at School

Citation

Rushton E & Parker B (2019) Evaluating the Impacts on Young People and Their Teachers Who Participate in Genuine Scientific Research Whilst at School. In: Kitsantas A & Hiller SE (eds.) Enhancing STEM Motivation through Citizen Science Programs. Education in a Competitive and Globalizing World. New York: NOVA Science Publishers, pp. 349-374.

Abstract
The evaluation methods and approaches of the Institute for Research in Schools (IRIS) provide templates for those working in citizen science, especially those projects involving young people. Qualitative and quantitative approaches are used to better understand the outcomes for students, teachers and technicians who participated in this work. Evaluation demonstrates that participation in IRIS research projects is linked to increased participation in STEM subjects for students aged 16-18 years and in undergraduate courses, especially female students. Five distinctive features of IRIS’ evaluation include evaluation that has a 360° and longitudinal approach, evaluation that recognizes and values the individual experience, evaluation that is co-created and a celebration point, and identifying evaluation as an opportunity to develop knowledge and understanding.