Teachers' Fostering of Real Work with Real Consequences through School-based Citizen Science

Students need learning experiences that build capacities to agentively engage with issues challenging our world today. Teachers are often under-supported in endeavors to facilitate such learning experiences. Grounded in principles of consequential learning and expansive framing, this design-based research study sought to better understand the ways in which STEM teachers support students' real work in the world as members of a school-based citizen science lab. Qualitative analysis of transcripts from teachers' post-professional development and post-enactment interviews was used to characterize the ways teachers frame roles, goals, and community relationships intended to support students' real work with real consequences. Findings illuminate ways teachers foster consequential STEM learning and suggest design principles for supporting teachers' ongoing learning for and facilitation of real work with real consequences.