Partnerships between scientists and citizens have the potential to generate large longitudinal data sets that facilitate hypothesis-driven research. The potential of such partnerships is even greater when scientists partner with students in the K12 classroom, but little is known of the efficacy of such partnerships in either generating accurate and reliable data or in impacting students’ content knowledge. Within the context of climate change and plant phenology, we investigated the accuracy of third-graders in identifying prairie plant species in situ, or, while on a field trip to a prairie ecosystem. Students were introduced to various native prairie plants, including an array of forbs, such as Lead Plant (Amorpha canescens) and grasses, like Big Blue Stem, (Andropogeon gerardii) through a field-based, demonstration lecture. Leaders described common identifying features, including color, odor, height, seed head characteristics, and feel of the plants. Approximately two hours later, students, working in groups, were directed to collect and identify any prairie plant they remembered. The collections and indication cards were then analyzed for accuracy, and from our wrong identifications we began determining potential cues that students were using to re-identify their chosen plant.
Results/Conclusions
We found no effect on identification accuracy from either field trip leader (p=0.75), month of collection (p=0.85), or leader x month (p=0.85); we therefore grouped student data for subsequent analyses. Student groups accurately identified their collected plant in 55% instances, with no significant difference in identification accuracy between grasses and forbs (p=0.99). Students never correctly identified mountain mint (Pycnanthemum virginianum) most often identifying it as sage (Artemisia ludoviciana), both of which have a distinct and similar odor. Students also frequently misidentified Little Blue Stem (Schizachyrium scoparium), with 45% identifying it as Indian grass (Sorghastrum nutans). These species are similar in color, seed head shape, and seed morphology. These results suggest that students focus on color and smell, habits that may differ from how experts traditionally identify plants. Further, this research represents one of the first studies to investigate the utility of using K12 students as citizen scientists to support university research projects. Our data show promise, but clearly underscore the need for directed curriculum, including the creation of age-appropriate identification guides with visual representations tuned to student needs.