Community and citizen science on climate change-influenced topics offers a way for participants to engage in understanding the changes and document the impacts. As in broader climate change education, a focus on the negative impacts can often leave participants feeling a sense of powerlessness. In large scale projects where participation is primarily limited to data collection, it is often difficult for volunteers to see how the data can inform decision making that can help create a positive future. In this paper, we propose and test a method of linking community and citizen science engagement to thinking about and planning for the future through scenarios story development using the data collected by the volunteers. We used a youth focused berry monitoring program that spanned Alaska to test this method across diverse ages and settings. Using qualitative analysis of educator interviews and youth work samples, we found that using a scenario stories allowed the youth to use their own data and the data from other sites to imagine the future and possible actions to sustain berry resources for their communities. This process allowed youth to exercise key cognitive skills for sustainability, including systems thinking, futures thinking, and strategic thinking. The analysis suggested that youth would benefit from practicing the skill of envisioning oneself as an agent of change in the environment. Educators valued working with lead scientists on the project and the experience for youth to participate in the interdisciplinary program. They also identified the combination of the berry data collection, analysis and scenarios stories activities as a teaching practice that allowed the youth to situate their citizen science participation in a personal, local and cultural context. The majority of the youth groups pursued some stewardship action following the activity. The most common actions included collecting additional years of berry data, communicating results to a broader community, and joining other community and citizen science projects. A few groups actually pursued solutions illustrated in the scenario stories. The pairing of community and citizen science with scenario stories development provides a promising method to connect data to action for a sustainable and resilient future.

中文翻译：

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通过情景讲故事将社区和公民科学与管理行动计划联系起来

关于气候变化影响主题的社区和公民科学为参与者提供了一种了解变化和记录影响的方式。与更广泛的气候变化教育一样，关注负面影响往往会让参与者感到无能为力。在参与主要限于数据收集的大型项目中，志愿者通常很难看到数据如何为有助于创造积极未来的决策提供信息。在本文中，我们提出并测试了一种方法，将社区和公民科学参与与使用志愿者收集的数据通过情景故事开发来思考和规划未来联系起来。我们使用了一个跨越阿拉斯加的以青年为重点的浆果监测计划，以在不同年龄和环境中测试这种方法。通过对教育工作者访谈和青年工作样本的定性分析，我们发现使用情景故事可以让青年使用他们自己的数据和来自其他站点的数据来想象未来和可能采取的行动来为他们的社区维持浆果资源。这一过程使青年能够锻炼可持续发展的关键认知技能，包括系统思维、未来思维和战略思维。分析表明，青年将受益于练习将自己想象成环境变化的推动者的技能。教育工作者重视与首席科学家在该项目上的合作以及青年参与跨学科计划的经验。他们还确定了浆果数据收集的组合，分析和情景故事活动作为一种教学实践，使青年能够将他们的公民科学参与置于个人、当地和文化背景中。大多数青年团体在活动后采取了一些管理行动。最常见的行动包括收集更多年份的浆果数据、将结果传达给更广泛的社区，以及加入其他社区和公民科学项目。一些小组实际上寻求了场景故事中说明的解决方案。将社区和公民科学与情景故事开发相结合，提供了一种将数据与行动联系起来以实现可持续和有弹性的未来的有前途的方法。大多数青年团体在活动后采取了一些管理行动。最常见的行动包括收集更多年份的浆果数据、将结果传达给更广泛的社区，以及加入其他社区和公民科学项目。一些小组实际上寻求了场景故事中说明的解决方案。将社区和公民科学与情景故事开发相结合，提供了一种将数据与行动联系起来以实现可持续和有弹性的未来的有前途的方法。大多数青年团体在活动后采取了一些管理行动。最常见的行动包括收集更多年份的浆果数据、将结果传达给更广泛的社区，以及加入其他社区和公民科学项目。一些小组实际上寻求了场景故事中说明的解决方案。社区和公民科学与情景故事开发的结合提供了一种将数据与行动联系起来以实现可持续和有弹性的未来的有前途的方法。