From the perspective of the researcher and because research-driven adaptive management is necessarily iterative, individuals need to repeatedly use tools to refine the information they gather over time as well as their ability to enact these skills. Modeling can serve as a cognitive framework to support and situate the disparate knowledge types in ecological problem-solving.
It is clear that working with models and evidence encourages epistemic thinking and fosters problem-solving skills in those engaged. Although ecological system complexity can be difficult for lay-individuals to understand, the practice of modeling allows students to think scientifically and helps increase their ability to grapple with complex systems. In this work we reflect on how modeling has manifested in various formal and informal educational ecological contexts.
Results/Conclusions
Including stakeholders in participatory environmental research has been an increasingly recognized necessity for understanding the complex nature of social–ecological systems (SES) and ways to structure environmental problems and decide what management interventions are appropriate for intervening. Stakeholder engagement and participation is often an essential ingredient for successful conservation and management. As a result, new inclusive approaches to scientific research have emerged under a broad umbrella often referred to as “citizen science.” Here, I will provide an overview of how a participatory modeling approach to citizen science can support in supporting participatory research and serve as a model for classroom education.