Figure 1
An emerging theory of school-based participatory science (Smith et al. 2025).
Table 1
Factors to consider when implementing participatory science in K–12 settings.
| TEACHER FACTORS | SCHOOL CONTEXT FACTORS |
|---|---|
| Covering all content, particularly if tested | State-mandated testing |
| Comfort taking students outdoors | School calendars and schedules |
| Familiarity with collecting data | Competing priorities (e.g., instructional initiatives, end-of-year requirements) |
| Experience with scientific sensemaking | Instructional time dedicated to science |
| Administrative support | Size of classes |
| Depth of science content knowledge | Number of classes |
| Comfort with unknown scientific outcomes | Availability of outdoor space |
| Students’ experiences |
Figure 2
Support materials to introduce the rain gauge.
Figure 3
Front matter supports to guide outdoor learning.
Figure 4
Sample of written support types used most often.
Figure 5
Sample of additional written support types.
Figure 6
Recommendations for selecting project fit and designing educative supports.