Date of Graduation

Summer 2026

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Geoscience

Committee Chairperson

Marc Gagne, PhD

Committee Member

Hal Bosbyshell, PhD

Committee Member

Daria Nikitina, PhD

Abstract

Advanced Placement (AP) Physics 1 emphasizes evidence-based reasoning, quantitative modeling, and scientific inquiry. However, secondary science instruction often remains focused on procedural problem solving and standardized assessment rather than authentic scientific practice. This study examined the integration of citizen science projects into an AP Physics 1 curriculum to provide students with authentic research experiences while reinforcing physics concepts during the post-AP examination instructional period.

Using a classroom-based mixed-methods pre–post design, students participated in citizen science activities through publicly available research platforms, including Zooniverse. Students collected and classified authentic scientific data, analyzed real-world datasets, developed research questions, compared observations with theoretical physics models, and presented findings through research posters modeled after undergraduate STEM experiences.

Data were collected through pre- and post-surveys, weekly written reflections, and student-created research posters to examine changes in students’ perceptions of scientific inquiry, confidence working with authentic datasets, and interest in future research participation. Findings indicated that participation in citizen science activities helped students develop a more realistic understanding of scientific research as collaborative, uncertain, and evidence-based. Students demonstrated increased recognition of scientific uncertainty, greater appreciation for the complexity of authentic research, and stronger inquiry-oriented perceptions of science. Although students continued to experience challenges with open-ended analysis and ambiguous data interpretation, these challenges were increasingly recognized as authentic components of scientific practice.

This study demonstrates that citizen science can provide meaningful opportunities for authentic scientific inquiry within secondary physics education while helping bridge the gap between advanced secondary coursework and collegiate scientific expectations.

Final Version Confirmation

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