Previous Chapter: 5 Recommendations for SciAct 3.0
Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.

References

Association of Science and Technology Centers. (2024). Approaches to community science. https://communityscience.astc.org/approaches-to-community-science/

Balazs, C. L., & Morello-Frosch, R. (2013). The three R’s: How community based participatory research strengthens the rigor, relevance, and reach of science. Environmental Justice, 6(1), 9–16. https://doi.org/10.1089/env.2012.0017

Ballard, H. L., Robinson, L. D., Young, A. N., Pauly, G. B., Higgins, L. M., Johnson, R. F., & Tweddle, J. C. (2017). Contributions to conservation outcomes by natural history museum-led citizen science: Examining evidence and next steps. Biological Conservation, 208, 87–97. https://doi.org/10.1016/j.biocon.2016.08.040

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368

Berhe, A. A. (2023). Federal science funding agencies play important role in broadening participation in STEM. U.S. Department of Energy Office of Science. https://www.energy.gov/science/articles/federal-science-funding-agencies-play-important-role-broadening-participation-stem

Bevan, B. (2016). STEM learning ecologies: Relevant, responsive, and connected. Connected Science Learning, 1(1). https://doi.org/10.1080/24758779.2016.12420446

Bevan, B., Calabrese Barton, A., & Garibay, C. (2020). Broadening perspectives on broadening participation: Professional learning tools for more expansive and equitable science communication. Frontiers in Communication, 5, 52. https://doi.org/10.3389/fcomm.2020.00052

Bevc, C., Young, D., & Peterman, K. (2016). Using social network analysis to document science festival partnerships. Journal of Science Communication, 15(5), A04. https://doi.org/10.22323/2.15050204

Bonney, R. (2021). Expanding the impact of citizen science. BioScience, 71(5), 448–451. https://doi.org/10.1093/biosci/biab041

Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.

Boyette, T., & Ramsey, J. R. (2019). Does the messenger matter? Studying the impacts of scientists and engineers interacting with public audiences at science festival events. Journal of Science Communication, 18(2), A02. https://doi.org/10.22323/2.18020202

Brenninkmeijer, J. (2022). Achieving societal and academic impacts of research: A comparison of networks, values, and strategies. Science and Public Policy, 49(5), 728–738. https://doi.org/10.1093/scipol/scac022

Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1), 40–57. https://doi.org/10.1287/orsc.2.1.40

Bullard, R. D. (2007). Equity, unnatural man-made disasters, and race: Why environmental justice matters. In R. C. Wilkinson & W. R. Freudenburg (Eds.), Equity and the environment (pp. 51–85). Emerald Group Publishing Limited. https://doi.org/10.1016/S0196-1152(07)15002-X

Canovan, C. (2019). “Going to these events truly opens your eyes.” Perceptions of science and science careers following a family visit to a science festival. Journal of Science Communication, 18(02). https://doi.org/10.22323/2.18020201

Chen, Y. C., Benus, M. J., & Hernandez, J. (2019). Managing uncertainty in scientific argumentation. Science Education, 103(5), 1235–1276. https://doi.org/10.1002/sce.21527

Cole, N., Kormann, E., Klebel, T., Apartis, S., & Ross-Hellauer, T. (2024). The societal impact of open science: A scoping review. Royal Society Open Science, 11(6), 11240286. http://doi.org/10.1098/rsos.240286

Cook-Sather, A. (2020). Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education, 79(5), 885–901. https://doi.org/10.1007/s10734-019-00445-w

Cooper, C. B., Hawn, C. L., Larson, L. R., Parrish, J. K., Bowser, G., Cavalier, D., Dunn, R. R., Haklay, M., Kar Gupta, K., Osborne Jelks, N., Johnson, V. A., Katti, M., Leggett, Z., Wilson, O. R., & Wilson, S. (2021). Inclusion in citizen science: The conundrum of rebranding. Science, 372(6549), 1386–1388. https://doi.org/10.1126/science.abi6487

d’Armengol, L., Castillo, M. P., Ruiz-Mallén, I., & Corbera, E. (2018). A systematic review of co-managed small-scale fisheries: Social diversity and adaptive management improve outcomes. Global Environmental Change, 52, 212–225. https://doi.org/10.1016/j.gloenvcha.2018.07.009

Dilling, L., & Lemos, M. C. (2011). Creating usable science: Opportunities and constraints for climate knowledge use and their implications for science policy. Global Environmental Change, 21(2), 680–689. https://doi.org/10.1016/j.gloenvcha.2010.11.006

Djenontin, I. N. S., & Meadow, A. M. (2018). The art of co-production of knowledge in environmental sciences and management: Lessons from international practice. Environmental Management, 61(6), 885–903. https://doi.org/10.1007/s00267-018-1028-3

Dosemagen, S., & Parker, A. J. (2019). Citizen science across a spectrum: Broadening the impact of citizen science and community science. Science & Technology Studies, 32(2). https://doi.org/10.23987/sts.60419

Eder, M. M., D’Alonzo, K. T., Yonas, M. A., & Oetzel, J. G. (2023). Editorial: Examining community-engaged and participatory research programs and projects. Frontiers in Public Health, 11, 1239670. https://doi.org/10.3389/fpubh.2023.1239670

Falk, J. H., & Needham, M. D. (2011). Measuring the impact of a science center on its community. Journal of Research in Science Teaching, 48(1), 1–12. https://doi.org/10.1002/tea.20394

Finger, L., van den Bogaert, V., Schmidt, L., Fleischer, J., Stadtler, M., Sommer, K., & Wirth, J. (2023). The science of citizen science: A systematic literature review on educational and scientific outcomes. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1226529

Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.

Finnerty, S., Piazza, J., & Levine, M. (2024). Between two worlds: The scientist’s dilemma in climate activism. npj Climate Action, 3(77). https://doi.org/10.1038/s44168-024-00161-x

Fischhoff, B., & Davis, A. L. (2014). Communicating scientific uncertainty. Proceedings of the National Academy of Sciences, 111(Suppl 4), 13664–13671.

Gibbons, G., & Pérez-Stable, E. (2024). Harnessing the power of community-engaged research American Journal of Public Health, 114(S7–S11). https://doi.org/10.2105/AJPH.2023.307528

Hand, V., & Gresalfi, M. (2015). The joint accomplishment of identity. Educational Psychologist, 50(3), 190–203. https://doi.org/10.1080/00461520.2015.1075401

Hoadley, C. (2012). What is a community of practice and how can we support it? In S. Land & D. Jonassen (Eds.), Theoretical foundations of learning environments (pp. 286–299). Routledge. https://doi.org/10.4324/9780203813799

Hussim, H., Rosli, R., Nor, N., Maat, S., Mahmud, M. S., Iksan, Z., Rambely, A., Mahmud, S., Halim, L., Osman, K., & Lay, A. (2024). A systematic literature review of informal STEM learning. European Journal of STEM Education, 9(07). https://doi.org/10.20897/ejsteme/14609

Illingworth, S. M., Lewis, E., & Percival, C. (2015). Does attending a large science event enthuse young people about science careers? Journal of Science Communication, 14. https://doi.org/10.22323/2.14020206

Ito, M., Gutierrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2013). Connected learning: An agenda for research and design. Digital Media and Learning Research Hub.

Jensen, E., & Buckley, N. (2014). Why people attend science festivals: Interests, motivations and self-reported benefits of public engagement with research. Public Understanding of Science, 23(5), 557–573. https://doi.org/10.1177/0963662512458624

Johnson, K., Feurt, C., & Paolisso, M. (2018). Collaborative science and learning as tools for climate change adaptation planning. The International Journal of Climate Change: Impacts and Responses, 10(1), 59–75. https://doi.org/10.18848/1835-7156/CGP/v10i01/59-75

Kato-Nitta, N., Maeda, T., Iwahashi, K., & Tachikawa, M. (2018). Understanding the public, the visitors, and the participants in science communication activities. Public Understanding of Science (Bristol, England), 27(7), 857–875. https://doi.org/10.1177/0963662517723258

Kennedy, E. B., Jensen, E. A., & Verbeke, M. (2018). Preaching to the scientifically converted: Evaluating inclusivity in science festival audiences. International Journal of Science Education, Part B, 8(1), 14–21. https://doi.org/10.1080/21548455.2017.1371356

Kim, A. Y., & Sinatra, G. M. (2018). Science identity development: An interactionist approach. International Journal of STEM Education, 5, 1–6. https://doi.org/10.1186/s40594-018-0149-9

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Martin, V. Y. (2017). Citizen science as a means for increasing public engagement in science: Presumption or possibility? Science Communication, 39(2), 142–168. https://doi.org/10.1177/1075547017696165

McDonald, M. M., Zeigler-Hill, V., Vrabel, J. K., & Escobar, M. (2019). A single-item measure for assessing STEM identity. Frontiers in Education, 4, 78. https://doi.org/10.3389/feduc.2019.00078

Michigan State University Provost’s Committee on University Outreach. (1993). University outreach at Michigan State University: Extending knowledge to serve society. Michigan State University.

Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.

Munn, M., Griswold, J., Starks, H., Fullerton, S., Viernes, C., Sipe, T., Brown, M., Dwight, C., Knuth, R., & Levias, S. (2018). Celebrating STEM in rural communities: A model for an inclusive science and engineering festival. Journal of STEM Outreach, 1(1), 1–11. https://doi.org/10.15695/jstem/v1i1.4

National Academies of Sciences, Engineering, and Medicine (NASEM). (2016). Science literacy: Concepts, contexts, and consequences. The National Academies Press. https://doi.org/10.17226/23595

———. (2018a). How people learn II: Learners, contexts, and cultures. The National Academies Press. https://doi.org/10.17226/24783

———. (2018b). Learning through citizen science: Enhancing opportunities by design. The National Academies Press. https://doi.org/10.17226/25183

———. (2020). NASA’s Science Activation program: Achievements and opportunities. The National Academies Press. https://doi.org/10.17226/25569

———. (2022). Science and engineering in preschool through elementary grades: The brilliance of children and the strengths of educators. The National Academies Press. https://doi.org/10.17226/26215

———. (2024). Equity in K-12 STEM education: Framing decisions for the future. The National Academies Press. https://doi.org/10.17226/26859

National Aeronautics and Space Administration (NASA). About Science Activation. https://science.nasa.gov/learn/about-science-activation. (2022). NASA Science Activation Impact Report. https://smd-cms.nasa.gov/wp-content/uploads/2023/02/2022-sciact-impact-report-tagged-1.pdf

National Aeronautics and Space Administration. (2023a). NASA Science Activation Impact Report. https://science.nasa.gov/wp-content/uploads/2024/05/2023-sciact-impact-reporttagged.pdf

———. (2023b). NASA’s 2023 equity action plan. https://assets.performance.gov/cx/equity-action-plans/2023/EO_14091_NASA_EAP_2023.pdf

———. (n.d.). About Science Activation. Retrieved October 31, 2024 from https://science.nasa.gov/learn/about-science-activation

National Institutes of Health. (2023, September 27). NIH launches community-led research program to advance health equity [News release]. https://www.nih.gov/news-events/news-releases/nih-launches-community-led-research-program-advance-health-equity

National Research Council (NRC). (2006). America’s lab report: Investigations in high school science. The National Academies Press. https://www.nap.edu/catalog/11311/americas-lab-report-investigations-in-high-school-science.

———. (2009). Learning science in informal environments: People, places, and pursuits. The National Academies Press. https://doi.org/10.17226/12190

National Science Foundation. (2022). Leading the world in discovery and innovation, STEM talent development, and the delivery of benefits from research: NSF strategic plan for fiscal years 2022–2026. https://www.nsf.gov/pubs/2022/nsf22068/nsf22068.pdf

Nielsen, K., Gathings, M. J., & Peterman, K. (2019). New, not different: Data-driven perspectives on science festival audiences. Science Communication, 41(2), 254–264. https://doi.org/10.1177/1075547019832312

Nolen, S. B., Ward, C. J., & Horn, I. S. (2011). Motivation, engagement, and identity: Opening a conversation. In D. M. McInnerny, R. A. Walker, & G. A. Liem (Eds.), Sociocultural theories of learning and motivation: Looking back, looking forward (pp. 109–135). IAP Information Age Publishing.

Oetzel, J. G., Duran, B., Sussman, A., Pearson, C., Magarati, M., Khodyakov, D., & Wallerstein, N. (2017). Evaluation of CBPR partnerships and outcomes. In N. Wallerstein, B. Duran, J. G. Oetzel, & M. Minkler (Eds.), Community-based participatory research for health: Advancing social and health equity (p. 237–250). John Wiley & Sons.

Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.

Ostman, R. (2024). STEM learning ecosystems. Star Library Network. https://www.spacescience.org/edu/reports/Ostman_BR_FINAL.pdf

Oyserman, D., & Destin, M. (2010). Identity-based motivation: Implications for intervention. The Counseling Psychologist, 38(7), 1001–1043. https://doi.org/10.1177/0011000010374775

Pacific Research and Evaluation, LLC. (2021, May). Portfolio evaluation plan.

Pandya, R. E. (2012). A framework for engaging diverse communities in citizen science in the US. Frontiers in Ecology and the Environment, 10(6), 314–317. https://doi.org/10.1890/120007

Pinkard, N. (2019). Freedom of movement: Defining, researching, and designing the components of a healthy learning ecosystem. Human Development, 62(1–2), 40–65. https://doi.org/10.1159/000496075

Shepard, P. M. (2002). Advancing environmental justice through community-based participatory research. Environmental Health Perspectives, 110(Suppl 2), 139. https://doi.org/10.1289/ehp.02110s2139

Soleri, D., Long, J. W., Ramirez-Andreotta, M. D., Eitemiller, R., & Pandya, R. (2016). Finding pathways to more equitable and meaningful public-scientist partnerships. Citizen Science: Theory and Practice, 1(1), 9. https://doi.org/10.5334/cstp.46

Star, S. L. (1985). Scientific work and uncertainty. Social Studies of Science, 15(3), 391–427. https://doi.org/10.1177/0306312850150030

Stoecker, R. (2003). Are academics irrelevant? Approaches and roles for scholars in community based participatory research. In M. Winkler & N. Wallerstein (Eds.), Community-based participatory research for health (pp. 98–112). John Wiley & Sons.

Teresa, R. M., Valentina, P., Gerardo, A., Cesare, N. M., Roberta, M., Čedomire, Š., Stojanovic, M., Rosi, L., & Gianfranco, D. (2023). Community-based participatory research to engage disadvantaged communities: Levels of engagement reached and how to increase it. A systematic review. Health Policy, 104905. https://doi.org/10.1016/j.healthpol.2023.104905

Tuck, E., & Guishard, M. (2013). Uncollapsing ethics: Racialized sciencism, settler coloniality, and an ethical framework of decolonial participatory action research. In T. M. Kress, C. Malott, & B. Porfilio (Eds.), Challenging status quo retrenchment: New directions in critical research (pp. 3–27). Pacific Research and Evaluation.

Villegas, M., Sullivan, T. K., Fuxman, S., & Dewhurst, M. (2007). Re-envisioning research as social change: Four students’ collaborative journey. Journal of Research Practice, 3(1), M7.

Wallerstein, N., Duran, B., Oetzel, J. G., & Minkler, M. (Eds.). (2017). Community-based participatory research for health: Advancing social and health equity. John Wiley & Sons. https://doi.org/10.1353/cpr.2019.0022

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Yua, E., Raymond-Yakoubian, J., Aluaq Daniel, R., & Behe, C. (2022). A framework for co-production of knowledge in the context of Arctic research. Ecology and Society, 27(34). https://doi.org/10.5751/ES-12960-270134

Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.

This page intentionally left blank.

Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.
Page 73
Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.
Page 74
Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.
Page 75
Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.
Page 76
Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.
Page 77
Suggested Citation: "References." National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press. doi: 10.17226/27989.
Page 78
Next Chapter: Appendix A: Input for the Committee
Subscribe to Email from the National Academies
Keep up with all of the activities, publications, and events by subscribing to free updates by email.