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Merelender et al

Terms in this set (12)

is a figure a map, a graph, or an image
all
If you were creating a graph of the average air pollution (PM2.5) in St. Petersburg in 2020 to the average air pollution in Tampa in 2020, which type of chart would be best?
column chart with error bars
What is an appendix?
A section a the end of the paper for a large quantity of data than a table (rule of thumb: more than 1/2 a page long)
Which citizen science projects were evaluated by the paper written by Merenlender et al. 2016?
Two master naturalist programs
What type of statistics were used in the paper?
descriptive and inferential
What was the primary reason why younger and underrepresented adults did not participate in citizen science?
time
Critique the figures used in the Merelender et al. 2016 paper? (what worked, what did not). If you had to add one additional figure, what would it be? (describe which data you would use and the type of graph).
I was fond of quite a few of the graphs that were used in the paper. For example, I felt Figure 2 worked really well representing the different races served, and it was very clear to read and understand. This was the same with figure 2, which compared the percentage of volunteer hours between California and Virginia, as it represented the different colors very clear. I also felt table 1 and 3 were very clear in their representation. However, I did feel table 2 was a little difficult to understand with the amount of information and data represented, and I feel like it could've been represented in a graphic. If I had to add one additional figure, I would add a chart representing the different reasons why older people and younger people spent their time, vs why they didn't spend their time volunteering, like the example question above.
Main Objective:
To understand participant motivations, barriers, and perspectives as well as the actions they take to advance science, stewardship, and community engagement
Citizen science
Collective collection and analysis of data by amatueur scientists
Methods:
Examined data from two sites (naturalist programs based in Virginia and California), data collection via participants surveys for both programs
- Quantitative and qualitative evaluation data were collected through pre and post-course surveys, semi-structured interviews, and long-term tracking of volunteer hours
Findings/Results:
Majority of participants were older, caucasian females, with college degrees and higher socioeconomic classes. Motivations for taking the training course were similar (wanting to learn more about / connect with nature). Were not able to demonstrate a causal effect because data lacking on participants levels of environmental volunteerism prior to the program
Major Barriers:
time and a need to be paid
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