Service-Learning through Citizen Science in a COVID-Adapted Classroom

Classrooms were turned upside down amid the global COVID-19 pandemic, which began approximately halfway through the spring 2020 semester. A service-learning project was implemented in my section of a general biology course for majors. With the shutdown of academic institutions and other businesses o...

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Bibliographic Details
Published in:Journal of college science teaching 2022-11, Vol.52 (2), p.9-16
Main Author: Cielocha, Joanna J
Format: Article
Language:English
Subjects:
Adaptation
Behavioral Objectives
Biology
Citizen Participation
Classrooms
College Students
Course Content
COVID-19
Distance learning
Educational Change
Educational objectives
Government agencies
Grade 2
Pandemics
Science
Science Education
Service Learning
Shutdowns
Student Attitudes
Students
Teacher Attitudes
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Summary:Classrooms were turned upside down amid the global COVID-19 pandemic, which began approximately halfway through the spring 2020 semester. A service-learning project was implemented in my section of a general biology course for majors. With the shutdown of academic institutions and other businesses or government agencies, service was not achievable. Instead, students were offered the opportunity to complete service through citizen science using Zooniverse (www.zooniverse.org). Given that the pandemic extended into the 2020-21 academic year, course content and delivery continued to be adjusted. Service-learning was fully adapted to citizen science for spring 2021. Students surpassed the service requirement, with more than half of the class performing at least 100 entries more than the 200-entry requirement. Students reflected on their service and tended to move from a state of apprehension to a state of appreciation by the end of their service. Service through citizen science offers increased flexibility for diverse student learners.
ISSN:0047-231X
1943-4898