Abstract
Big Seaweed Search Mexico (BSS-Mx), a citizen science study, was implemented to address challenges associated with massive strandings of Sargassum in the Yucatan peninsula, Mexico, which is one of the complex socio-environmental issues affecting coastal ecosystems in the region. Adapted from the original Big Seaweed Search UK (BSS-UK), where people search for a set of macroalgae related to climate change, BSS-Mx invited young people aged mainly 12–19 years old from two Yucatan coastal communities to evaluate the abundance and species composition of the strandings in collaboration with scientific researchers. We present a critical consideration of the learning framework that was designed to enable participants to achieve the expected learning outcomes, taking into account that BSS-Mx participants had limited technological access and some educational disadvantages. This paper does not report measured learning outcomes but rather reflections from facilitators on the learning observed or self-reported in the CS process conducted. We provide recommendations on how to i) generate environmental and scientific learning and skills through citizen science and ii) motivate and maintain engagement and participation. The results suggest that to encourage learning through citizen science, it is necessary to i) undertake continuous formal and informal training, ii) connect specific topics with real socio-environmental problems in a local context, iii) undertake practical scientific activities, iv) reinforce scientific skills through monitoring activities, v) incorporate game-based teaching strategies, and vi) not fully depend on technology to participate. Internal and external motivators were important to foster and sustain engagement and participation.