@article{
 title = {“We Drew What We Imagined”},
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 abstract = {Citizen-science programs are often touted as useful for advancing conservation literacy, scientific knowledge, and increasing scientific-reasoning skills among the public. Guidelines for collaboration among scientists and the public are lacking and the extent to which these citizen-science initiatives change behavior is relatively unstudied. Over two years, we studied 82 participants in a three-day program that included education about non-native invasive plants and collection of data on the occurrence of those plants. Volunteers were given background knowledge about invasive plant ecology and trained on a specific protocol for collecting invasive plant data. They then collected data and later gathered as a group to analyze data and discuss responsible environmental behavior with respect to invasive plants. We tested whether participants without experience in plant identification and with little knowledge of invasive plants increased their knowledge of invasive species ecology, participation increased knowledge of scientific methods, and participation affected behavior. Knowledge of invasive plants increased on average 24%, but participation was insufficient to increase understanding of how scientific research is conducted. Participants reported increased ability to recognize invasive plants and increased awareness of effects of invasive plants on the environment, but this translated into little change in behavior regarding invasive plants. Potential conflicts between scientific goals, educational goals, and the motivation of participants must be considered during program design.},
 bibtype = {article},
 author = {Ballard, Heidi L and Belsky, Jill M and Brown, A N N L and French, Lucia and Jordan, Rebecca C and Gray, Steven a and Howe, David V and Brooks, Wesley R and Ehrenfeld, Joan G and Crall, Alycia W. and Holfelder, K. and Newman, Greg J. and Graham, J. and Waller, D. M. and Cronje, Ruth and Rohlinger, Spencer and Phillips, Tina B and Participation, Public and Potential, Assessing Its and Education, Informal Science and Prestopnik, Nathan R. and Crowston, Kevin and Shirk, Jennifer L and Wilderman, Candie C and Wiggins, Andrea and Zoellick, Bill and Nelson, Sarah J and Schauffler, Molly and Price, C. Aaron and Lee, Hee-Sun and Allen, Sue and Cox, M.J. and Eraut *, Michael and Sanchez-Navarro, J. and Aranda, D. and Wofford, Michael Grant and Gray, Bette and Hollingworth, Katie E. and Lin, Aleck C.H. and Fernandez, Walter D. and Gregor, Shirley and Wagter, Judith Martine and van de Bunt, Gerhard and Honing, Marina and Eckenhausen, Marina and Scherpbier, Albert and Jones, Ann C. and Scanlon, Eileen and Clough, Gill and Marsick, Victoria J. and Watkins, Karen E. and Meyer, Morgan and Nolan, Jason and McBride, Melanie and Taylor, A. and Besley, J. C. and Nisbet, M. and Bogner, A. and Society, Audubon and Count, Christmas Bird and Agency, Environmental Protection and States, United and Web, The and Structured, My and Language, Query and Monica, Santa and National, Mountains and Area, Recreation and Kraut, Robert and Maher, Mary Lou and Foundation, National Science and Olson, Judith and Malone, Thomas W and Miller-Rushing, Abraham and Primack, Richard and Bonney, Rick and Engineering, Geomatic and Data, Spatial and Accuracy, Positional and Graham, Eric and Newman, Sarah and Raddick, M Jordan and Hopkins, Johns and Bracey, Georgia and Gay, Pamela L and Sletto, Bjørn Ingmunn and Korff, J Von and Anderson, D and Alexander, A and Betts, B and Brownlee, D and Butterworth, A and Craig, N and Gainsforth, Z and See, T and Snead, C J and Srama, R and Tsitrin, S and Warren, J and Zolensky, M and Society, The Planetary},
 journal = {Frontiers in Ecology and the Environment},
 number = {6}
}

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