Factors contributing to lifelong science learning: Amateur astronomers and birders

M. Gail Jones; Elysa Nicole Corin; Thomas Andre; Gina M. Childers; Vanessa Stevens

doi:10.1002/tea.21371

Factors contributing to lifelong science learning: Amateur astronomers and birders

M. Gail Jones, Elysa Nicole Corin, Thomas Andre, Gina M. Childers, Vanessa Stevens

Education Curriculum Instruction

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30 Scopus citations

Abstract

This research examined lifelong science learning reported by amateur astronomers and birders. One hundred seven adults who reported engaging in an informal (out-of-school) science interest were interviewed as part of an ongoing series of studies of lifelong science learners. The goal of the study was to gain insight into how and why amateur astronomers and birders pursue their hobby, how their hobby developed, and what influenced that development. Educators may use this information to design programs that support informal science learning over the lifespan. Informed by self-determination theory, the characteristics, initial experiences, and interests, influences on continued development of science interests, sources of education, and benefits of engaging in a science hobby were explored. Results showed that most of the participants’ lifelong science interests began in childhood and were influenced by events, resources, and family members. Members of both hobby groups reported that, as a result of their informal science interests, they were more knowledgeable about science, more knowledgeable about how science is done, possessed better observation skills, possessed more environmental awareness, and had opportunities to socialize and network with others with similar interests. The intersection of motivation and social capital derived from hobby engagement and lifelong science learning is discussed.

Original language	English
Pages (from-to)	412-433
Number of pages	22
Journal	Journal of Research in Science Teaching
Volume	54
Issue number	3
DOIs	https://doi.org/10.1002/tea.21371
State	Published - Mar 1 2017

Keywords

environmental awareness
hobby
informal education
science interest

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10.1002/tea.21371

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@article{72e27cf04df14feda50962781918c20a,

title = "Factors contributing to lifelong science learning: Amateur astronomers and birders",

abstract = "This research examined lifelong science learning reported by amateur astronomers and birders. One hundred seven adults who reported engaging in an informal (out-of-school) science interest were interviewed as part of an ongoing series of studies of lifelong science learners. The goal of the study was to gain insight into how and why amateur astronomers and birders pursue their hobby, how their hobby developed, and what influenced that development. Educators may use this information to design programs that support informal science learning over the lifespan. Informed by self-determination theory, the characteristics, initial experiences, and interests, influences on continued development of science interests, sources of education, and benefits of engaging in a science hobby were explored. Results showed that most of the participants{\textquoteright} lifelong science interests began in childhood and were influenced by events, resources, and family members. Members of both hobby groups reported that, as a result of their informal science interests, they were more knowledgeable about science, more knowledgeable about how science is done, possessed better observation skills, possessed more environmental awareness, and had opportunities to socialize and network with others with similar interests. The intersection of motivation and social capital derived from hobby engagement and lifelong science learning is discussed.",

keywords = "environmental awareness, hobby, informal education, science interest",

author = "Jones, {M. Gail} and Corin, {Elysa Nicole} and Thomas Andre and Childers, {Gina M.} and Vanessa Stevens",

note = "Funding Information: The finding that many participants in this study became interested in their hobbies in childhood has implications for formal and informal educators who want to nurture the next generation of lifelong learners. Teachers and other educators were influential to hobby development but, for many, the support for initial engagement in the hobby often came from family members who themselves had a sustained interest in science or who took action to actively support a child's interest. Self-determination theory suggests that feedback and support from others promotes self-esteem and feelings of competence, which leads to the autonomy and intrinsic motivation to continue to learn (Deci et al.,). Family involvement in promoting hobby interests is a type of science habitus (Archer et al.,) where engaging in free-choice science learning is a frequent activity. This was evidenced in the experiences of Linda, whose mother would point out birds to her as a child or the amateur astronomer whose dad, “stoked that fire for me,” or the birder whose grandmother had a series of bird feeders hanging from a clothes line and shared her interests in birds with her granddaughter. The equipment and tools that participants reported using in the early stages of their leisure interest represented a kind of social capital (Bourdieu,) that allowed them to participate with others in pursuit of astronomy or birding. This was seen in the case of David whose father bought him his first telescope. With a telescope or binoculars, developing hobbyists could observe the night sky or a watch birds in their yard. Obtaining that first telescope or pair of binoculars were mentioned as influencing the initial hobby interest by 24% of amateur astronomers and 18% of birders. For those who had access to science habitus, there were clear benefits, but what about those individuals whose families and communities do not have these kinds of hobby experiences or lack financial and social capital resources? The results of this study raise questions for educators and policy makers who work to promote science and technology-related leisure experiences as well as careers for members of underrepresented groups. Many of the amateur astronomers and birders in this study reported having access to not only to encouraging family members, but also access to mentors, educational organizations, and opportunities such as science camps and vacation travel that influenced their initial and ongoing science hobby development. This social capital gave hobbyists access to networks of other people with similar interests who sustained and encouraged their interests and may have enabled many of these hobbyists to take leadership roles within their birding or amateur astronomy communities. There are policy implications that flow from these results. Without supportive people, financial resources, and environmental contexts to sustain and elicit science interests, youth in our communities may not develop the types of life-long, sustained interests that many of these hobbyists exemplify. Furthermore, without improving the access to these types of human and physical resources reported by these participants as key to the development of hobby interests, we may be perpetuating the differential access to science careers and lifelong learning. We are engaging in ongoing research to document the relationships between having a leisure science interest (such as a hobby) and selecting a career in a science or technology area. Other studies have suggested that science experiences in childhood contribute to science career decisions made later in life (Jones et al.,) and further research is needed to better understand how out-of-school experiences shape career choices. In the present study, the participant demographics did not represent the composition of the U.S. population at large. For both birder and amateur astronomer groups, there were few hobbyists from minority groups. There were also fewer women in the amateur astronomer sample than would be expected from proportions in the population. If these numbers are representative of the broader community of adult science hobbyists, then it is possible that the disproportionate numbers of women and minorities in these hobbies might reflect the leisure engagement patterns of youth. It then follows that the differential leisure-time STEM experiences of youth may also be associated with the differences in STEM career selection made later in life. There is evidence from other research that African Americans and Hispanic Americans do not participate in leisure science activities to the same degree as European Americans (Finney,). If we can engage members of underrepresented groups in science hobbies during childhood and can provide the social and science capital to support their interests, it is possible we may see the gender and ethnicity gap in lifelong science learning engagement reduced. The lifelong and free-choice learning that these 107 adults reported characterized the behaviors that self-determination theory predicts (Deci et al.,). Participants reported actively working to develop their expertise and competencies related to their leisure interests demonstrating the autonomy and competence dimensions that Deci et al. () argue is part of being self determined. The participants were motivated to seek out opportunities and sources of information to learn more about their areas of science. As the discussion of habitus above makes clear, hobbyists{\textquoteright} hobby-related learning and goals were supported by their social networks that provided material and emotional support. The participants exhibited relatedness by sharing their expertise with others through leadership in clubs or by leading bird walks or night sky observation sessions. There was evidence that these lifelong learners, like David and Linda, were members and leaders within communities of birder and amateur astronomers. Participants also exhibited a strong sense of identity as birders and amateur astronomers. For example, Linda reported that others in her peer group see her as “the birder” and David reported that astronomy gave him a perspective of himself in both the physical environment but also in social environments. For almost a third of the hobbyists (22 birders, 10 astronomers) competition and recognition were reported factors that motivated them to engage in their hobby. This recognition by others validated their science interests, helped to shape their identity as hobbyists, and motivated them to continue their leisure-time engagement. From an educational perspective, one of the most significant outcomes of this study was the perception shared by many of the participants that they were a more attentive and informed citizen as a result of their science hobby. For many (but not all), this sense of themselves in relation to science was translated into science activism seen in community involvement for issues such as habitat protection, advocacy for decreased pesticide use (as described by Linda), and activism for reducing light pollution (noted by David). Many of these adults were knowledgeable about science issues as evidenced by their reported talks and publications related to their hobby. Many of the hobbyists, like David and Linda, had attitudes and dispositions toward engaging in science advocacy and were active and involved citizens in their communities. These participants embodied the kind of lifelong, life-wide, and life-deep learning that the Next Generation Science Standards call for as outcomes of science education. Indeed, with regard to her astronomy interest, one study participant pointed out, “To me, it's all about lifelong learning. It's just a way to use your brain like it was meant to be used. It just feels good.” This material is based upon work supported by the National Science Foundation under Grant No. DRL 1114500. This material is based upon work supported by the National Science Foundation under Grant No. DRL 1114500. Publisher Copyright: {\textcopyright} 2016 Wiley Periodicals, Inc.",

year = "2017",

month = mar,

day = "1",

doi = "10.1002/tea.21371",

language = "English",

volume = "54",

pages = "412--433",

journal = "Journal of Research in Science Teaching",

issn = "0022-4308",

number = "3",

}

TY - JOUR

T1 - Factors contributing to lifelong science learning

T2 - Amateur astronomers and birders

AU - Jones, M. Gail

AU - Corin, Elysa Nicole

AU - Andre, Thomas

AU - Childers, Gina M.

AU - Stevens, Vanessa

N1 - Funding Information: The finding that many participants in this study became interested in their hobbies in childhood has implications for formal and informal educators who want to nurture the next generation of lifelong learners. Teachers and other educators were influential to hobby development but, for many, the support for initial engagement in the hobby often came from family members who themselves had a sustained interest in science or who took action to actively support a child's interest. Self-determination theory suggests that feedback and support from others promotes self-esteem and feelings of competence, which leads to the autonomy and intrinsic motivation to continue to learn (Deci et al.,). Family involvement in promoting hobby interests is a type of science habitus (Archer et al.,) where engaging in free-choice science learning is a frequent activity. This was evidenced in the experiences of Linda, whose mother would point out birds to her as a child or the amateur astronomer whose dad, “stoked that fire for me,” or the birder whose grandmother had a series of bird feeders hanging from a clothes line and shared her interests in birds with her granddaughter. The equipment and tools that participants reported using in the early stages of their leisure interest represented a kind of social capital (Bourdieu,) that allowed them to participate with others in pursuit of astronomy or birding. This was seen in the case of David whose father bought him his first telescope. With a telescope or binoculars, developing hobbyists could observe the night sky or a watch birds in their yard. Obtaining that first telescope or pair of binoculars were mentioned as influencing the initial hobby interest by 24% of amateur astronomers and 18% of birders. For those who had access to science habitus, there were clear benefits, but what about those individuals whose families and communities do not have these kinds of hobby experiences or lack financial and social capital resources? The results of this study raise questions for educators and policy makers who work to promote science and technology-related leisure experiences as well as careers for members of underrepresented groups. Many of the amateur astronomers and birders in this study reported having access to not only to encouraging family members, but also access to mentors, educational organizations, and opportunities such as science camps and vacation travel that influenced their initial and ongoing science hobby development. This social capital gave hobbyists access to networks of other people with similar interests who sustained and encouraged their interests and may have enabled many of these hobbyists to take leadership roles within their birding or amateur astronomy communities. There are policy implications that flow from these results. Without supportive people, financial resources, and environmental contexts to sustain and elicit science interests, youth in our communities may not develop the types of life-long, sustained interests that many of these hobbyists exemplify. Furthermore, without improving the access to these types of human and physical resources reported by these participants as key to the development of hobby interests, we may be perpetuating the differential access to science careers and lifelong learning. We are engaging in ongoing research to document the relationships between having a leisure science interest (such as a hobby) and selecting a career in a science or technology area. Other studies have suggested that science experiences in childhood contribute to science career decisions made later in life (Jones et al.,) and further research is needed to better understand how out-of-school experiences shape career choices. In the present study, the participant demographics did not represent the composition of the U.S. population at large. For both birder and amateur astronomer groups, there were few hobbyists from minority groups. There were also fewer women in the amateur astronomer sample than would be expected from proportions in the population. If these numbers are representative of the broader community of adult science hobbyists, then it is possible that the disproportionate numbers of women and minorities in these hobbies might reflect the leisure engagement patterns of youth. It then follows that the differential leisure-time STEM experiences of youth may also be associated with the differences in STEM career selection made later in life. There is evidence from other research that African Americans and Hispanic Americans do not participate in leisure science activities to the same degree as European Americans (Finney,). If we can engage members of underrepresented groups in science hobbies during childhood and can provide the social and science capital to support their interests, it is possible we may see the gender and ethnicity gap in lifelong science learning engagement reduced. The lifelong and free-choice learning that these 107 adults reported characterized the behaviors that self-determination theory predicts (Deci et al.,). Participants reported actively working to develop their expertise and competencies related to their leisure interests demonstrating the autonomy and competence dimensions that Deci et al. () argue is part of being self determined. The participants were motivated to seek out opportunities and sources of information to learn more about their areas of science. As the discussion of habitus above makes clear, hobbyists’ hobby-related learning and goals were supported by their social networks that provided material and emotional support. The participants exhibited relatedness by sharing their expertise with others through leadership in clubs or by leading bird walks or night sky observation sessions. There was evidence that these lifelong learners, like David and Linda, were members and leaders within communities of birder and amateur astronomers. Participants also exhibited a strong sense of identity as birders and amateur astronomers. For example, Linda reported that others in her peer group see her as “the birder” and David reported that astronomy gave him a perspective of himself in both the physical environment but also in social environments. For almost a third of the hobbyists (22 birders, 10 astronomers) competition and recognition were reported factors that motivated them to engage in their hobby. This recognition by others validated their science interests, helped to shape their identity as hobbyists, and motivated them to continue their leisure-time engagement. From an educational perspective, one of the most significant outcomes of this study was the perception shared by many of the participants that they were a more attentive and informed citizen as a result of their science hobby. For many (but not all), this sense of themselves in relation to science was translated into science activism seen in community involvement for issues such as habitat protection, advocacy for decreased pesticide use (as described by Linda), and activism for reducing light pollution (noted by David). Many of these adults were knowledgeable about science issues as evidenced by their reported talks and publications related to their hobby. Many of the hobbyists, like David and Linda, had attitudes and dispositions toward engaging in science advocacy and were active and involved citizens in their communities. These participants embodied the kind of lifelong, life-wide, and life-deep learning that the Next Generation Science Standards call for as outcomes of science education. Indeed, with regard to her astronomy interest, one study participant pointed out, “To me, it's all about lifelong learning. It's just a way to use your brain like it was meant to be used. It just feels good.” This material is based upon work supported by the National Science Foundation under Grant No. DRL 1114500. This material is based upon work supported by the National Science Foundation under Grant No. DRL 1114500. Publisher Copyright: © 2016 Wiley Periodicals, Inc.

PY - 2017/3/1

Y1 - 2017/3/1

N2 - This research examined lifelong science learning reported by amateur astronomers and birders. One hundred seven adults who reported engaging in an informal (out-of-school) science interest were interviewed as part of an ongoing series of studies of lifelong science learners. The goal of the study was to gain insight into how and why amateur astronomers and birders pursue their hobby, how their hobby developed, and what influenced that development. Educators may use this information to design programs that support informal science learning over the lifespan. Informed by self-determination theory, the characteristics, initial experiences, and interests, influences on continued development of science interests, sources of education, and benefits of engaging in a science hobby were explored. Results showed that most of the participants’ lifelong science interests began in childhood and were influenced by events, resources, and family members. Members of both hobby groups reported that, as a result of their informal science interests, they were more knowledgeable about science, more knowledgeable about how science is done, possessed better observation skills, possessed more environmental awareness, and had opportunities to socialize and network with others with similar interests. The intersection of motivation and social capital derived from hobby engagement and lifelong science learning is discussed.

AB - This research examined lifelong science learning reported by amateur astronomers and birders. One hundred seven adults who reported engaging in an informal (out-of-school) science interest were interviewed as part of an ongoing series of studies of lifelong science learners. The goal of the study was to gain insight into how and why amateur astronomers and birders pursue their hobby, how their hobby developed, and what influenced that development. Educators may use this information to design programs that support informal science learning over the lifespan. Informed by self-determination theory, the characteristics, initial experiences, and interests, influences on continued development of science interests, sources of education, and benefits of engaging in a science hobby were explored. Results showed that most of the participants’ lifelong science interests began in childhood and were influenced by events, resources, and family members. Members of both hobby groups reported that, as a result of their informal science interests, they were more knowledgeable about science, more knowledgeable about how science is done, possessed better observation skills, possessed more environmental awareness, and had opportunities to socialize and network with others with similar interests. The intersection of motivation and social capital derived from hobby engagement and lifelong science learning is discussed.

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Factors contributing to lifelong science learning: Amateur astronomers and birders

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