The first Zooniverse project was unveiled by the Citizen Science Alliance in 2007, but has substantially grown since then. Their projects rely on the efforts of people around the world, including many different classrooms, to collect and organize data on a specific research question. This results in extensive information that scientists and researchers have used to further their investigations in the scientific community. Unique scientific discoveries have been attributed to individual and collective contributions demonstrating the authenticity of the scientific process embedded in the projects.

The Citizen Science Alliance represents many different academic and professional perspectives from education, astronomy, and technology fields. Together they are committed to developing educational experiences in Zooniverse that foster inquiry in science. Their objectives include:

• Education Research
• Content development and tools to facilitate its navigation so visitors can carry out their own investigations using their data
• Expanding options for interactions with Zooniverse beyond personal computer, such as mobile devices and museums

Technology has become a valuable component of science research for their in collecting and analyzing data as well as modeling and sharing research results. As Edelson (2001) indicates, “any effort to engage students in authentic scientific practices should reflect this trend” with technology. Zooniverse is an excellent resource that can promote inquiry-based learning in the classroom while situating the learning experience in genuine research. Within each project, the research process is modeled authentically and students gain experience in a realistic setting that connects them with scientists who provide purpose in sharing how the data contributed will ultimately help answer the research question. Initiating students in the introductory activities are set to motivate students so the recognize the need for new knowledge before they proceed. Cognitive affordances are observed in activities involving both scientific content and process relating directly to the research topic. Project designs also facilitate students` perception of scientists in their fields of expertise. The topics investigated in Zooniverse are scientific phenomena that cannot easily be observed. Integration of photographs, video, and interactive simulations provide students with scaled models to help students’ conceptualization. Social affordances are rooted in opportunities to collaborate in detection groups asynchronously with global audience members within the same project as well as share their thoughts and queries in connected discussion forums. Students can keep track of what they have contributed and how they have networked with other individuals during their inquiry process by using the “My Zooniverse” feature.

Some of the projects have specific teacher resources attached to them to provide teachers with the necessary information and tools to support and extend students’ learning. Solar Stormwatch is one such activity, and while this additional resource is not available in all projects, Zooniverse is in the process of adding teacher resources to more projects as they realize the potential educational benefits inherent in their overall design. Opportunities abound for integrating the science content within this site into other academic areas including language arts, math, and social studies.

References

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355-385.

Pellegrino, J.W. & Brophy, S. (2008). From cognitive theory to instructional practice: Technology and the evolution of anchored instruction. In Ifenthaler, Pirney-Dunner, & J.M. Spector (Eds.) Understanding models for learning and instruction, New York: Springer Science + Business Media, pp. 277-303.