How Science Projects Are Used in Schools

This study investigated the integration of Citizen Science projects in high school science

classrooms, aiming to discern the prerequisites for their successful implementation. Qualitative

data collection methods were employed to illuminate how six high school Environmental

Science teachers incorporated these projects into their curriculum and their perceptions of the

benefits for high school students. The study draws insights from interviews and discussions on

project alignment with specific standards and student interests. Despite the challenges, all

participating teachers expressed their commitment to continue using citizen science

projects. Recruitment efforts leveraged a private Facebook page for Environmental Science

Teachers, and emails further detaining the study preceded interviews. The discussions unearthed

valuable insights into the teachers' experiences with citizen science projects, shedding light on

their successes and challenges. Key factors for successful implementation emerged, including

external organizational support, administrative endorsement, and peer collaboration. The

findings underscore the significance of these elements in facilitating the effective integration of

citizen science projects into high school science classrooms. This study enhances our

understanding of how high school science teachers perceive and utilize citizen science projects to

improve science education.