Youth-focused Community and Citizen Science (CCS) projects are contexts in which youth can contribute to the entire “data lifecycle”––from data-collection to decision-making with their scientific findings. But data alone does not contain the answers for what action to take and how. Using the educational context of an afterschool CCS bird monitoring program for 4th and 5th graders, this ethnographic study investigates the different ways youth identified and understood environmental issues on their school campus. We use a theoretical framework of framing, youth identity and agency to understand youth perspectives of their CCS project purpose or goals, their goal-aligned actions (real or imagined), and their CCS practices. We situate these findings within the instructional context of youth’s bird monitoring project and provide instructional recommendations for CCS projects which position youth as knowledge producers, such as how to support youth in developing rigorous intellectual criteria for evaluating their environmental decisions.

以青年为中心的社区和公民科学 (CCS) 项目是青年可以为整个“数据生命周期”——从数据收集到利用他们的科学发现做出决策——做出贡献的环境。但是数据本身并不能包含采取什么行动和如何采取行动的答案。利用针对四年级和五年级学生的课后 CCS 鸟类监测计划的教育背景，这项民族志研究调查了青少年识别和理解校园环境问题的不同方式。我们使用框架、青年身份和机构的理论框架来了解青年对他们的 CCS 项目目的或目标、他们的目标一致的行动（真实的或想象的）以及他们的 CCS 实践的看法。