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  181120s2018 dcua ob 000a engd

• 019

  ▼a  1082351041

• 020

  ▼a  9780309479172
  ▼q  (electronic bk.)

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  ▼a  0309479177
  ▼q  (electronic bk.)

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  ▼a  9780309479196
  ▼q  (electronic bk.)

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  ▼a  0309479193
  ▼q  (electronic bk.)

• 020

  ▼z  9780309479165
  ▼q  (paperback)

• 020

  ▼z  0309479169
  ▼q  (paperback)

• 035

  ▼a  2037445
  ▼b  (N$T)

• 035

  ▼a  (OCoLC)1066695318
  ▼z  (OCoLC)1082351041

• 040

  ▼a  XFF
  ▼b  eng
  ▼c  XFF
  ▼d  EBLCP
  ▼d  XFF
  ▼d  OCLCO
  ▼d  OCLCF
  ▼d  YDX
  ▼d  XFF
  ▼d  OSU
  ▼d  YDXIT
  ▼d  CNCGM
  ▼d  N$T
  ▼d  248023
  ▼e  rda

• 043

  ▼a  n-us---

• 050

  ▼a  Q180.55.C54
  ▼b  N38 2018

• 082

  ▼a  507.2
  ▼2  23

• 110

  ▼a  National Academies of Sciences, Engineering, and Medicine (U.S.).
  ▼b  Committee on Designing Citizen Science to Support Science Learning,
  ▼e  author.

• 245

  ▼a  Learning through citizen science:
  ▼b  enhancing opportunities by design /:
  ▼c  Committee on Designing Citizen Science to Support Science ; Rajul Pandya and Kenne Ann Dibner, editors ; Board of Science Education, Division of Behavioral and Social Sciences and Education, a consensus study report of the National Academies of Sciences, Engineering, Medicine.
  ▼h  [electronic resource].

• 260

  ▼a  Washington, D.C.:
  ▼b  The National Academies Press,
  ▼c  2018.

• 300

  ▼a  1 online resource (xiii,183 pages):
  ▼b  color illustrations.

• 336

  ▼a  text
  ▼b  txt
  ▼2  rdacontent

• 337

  ▼a  computer
  ▼b  c
  ▼2  rdamedia

• 338

  ▼a  online resource
  ▼b  cr
  ▼2  rdacarrier

• 490

  ▼a  A consensus study report of the National Academies of Sciences, Engineering, Medicine

• 504

  ▼a  Includes bibliographical references.

• 505

  ▼a  Introduction -- Mapping the landscape -- Overview of citizen science as a context for learning -- Processes of learning and learning in science -- Citizen science as an opportunity for science learning -- Designing for learning -- Conclusions and recommendations.

• 520

  ▼a  "In the last twenty years, citizen science has blossomed as a way to engage a broad range of individuals in doing science. Citizen science projects focus on, but are not limited to, nonscientists participating in the processes of scientific research, with the intended goal of advancing and using scientific knowledge. A rich range of projects extend this focus in myriad directions, and the boundaries of citizen science as a field are not clearly delineated. Citizen science involves a growing community of professional practitioners, participants, and stakeholders, and a thriving collection of projects. While citizen science is often recognized for its potential to engage the public in science, it is also uniquely positioned to support and extend participants' learning in science. Contemporary understandings of science learning continue to advance. Indeed, modern theories of learning recognize that science learning is complex and multifaceted. Learning is affected by factors that are individual, social, cultural, and institutional, and learning occurs in virtually any context and at every age. Current understandings of science learning also suggest that science learning extends well beyond content knowledge in a domain to include understanding of the nature and methods of science. Learning Through Citizen Science: Enhancing Opportunities by Design discusses the potential of citizen science to support science learning and identifies promising practices and programs that exemplify the promising practices. This report also lays out a research agenda that can fill gaps in the current understanding of how citizen science can support science learning and enhance science education"--Publisher's description

• 520

  ▼a  "One of the findings of the report is that the positive social interactions that are part of strong citizen science projects reinforce and create opportunities for learning. This was evident in our committee as well: we had fun together and we got to know one another, and those positive experiences helped us wrestle with necessary and productive disagreement. Learning, it turns out, involves not just new knowledge, but the integration of new and old knowledge and this process sometimes involves deconstructing some of that old knowledge. That part can be painful, especially in academic circles where knowledge is the currency of the realm, and the fact that we had fun together and trusted one another enabled necessary deconstruction. Excellent meals together helped as well."--Preface.

• 588

  ▼a  Description based on print version record.

• 650

  ▼a  Research
  ▼x  Citizen participation.

• 650

  ▼a  Science
  ▼x  Social aspects.

• 700

  ▼a  Pandya, Rajul,
  ▼e  editor.

• 700

  ▼a  Dibner, Kenne A.,
  ▼e  editor.

• 710

  ▼a  National Academies of Sciences, Engineering, and Medicine (U.S.).
  ▼b  Board on Science Education,
  ▼e  issuing body.

• 710

  ▼a  National Academies of Sciences, Engineering, and Medicine (U.S.),
  ▼e  issuing body.

• 776

  ▼i  Print version:
  ▼t  Learning through citizen science.
  ▼d  Washngton : National Academies Press, 2018,
  ▼z  0309479169
  ▼w  (OCoLC)1066131602

• 830

  ▼a  Consensus study report.

• 856

  ▼3  EBSCOhost
  ▼u  http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2037445

• 990

  ▼a  강리원
  ▼b  강리원

• 991

  ▼a  eBook