Zusammenfassung Eine Vielzahl politischer Entschlüsse legen sowohl international als auch in Deutschland fest, Bildung für nachhaltige Entwicklung langfristig und dauerhaft in den schulischen Kontext zu integrieren. Viele Initiativen wie Fridays For Future verdeutlichen darüber hinaus die Relevanz einer nachhaltigen Entwicklung in der heutigen Zeit und die hohe Motivation und das Interesse der Schülerinnen und Schüler. Um diesen Anforderungen gerecht zu werden und an das Potential anzuschließen, werden verschiedene Unterrichtsinhalte zum Thema Nachhaltigkeit in der Reihe „Fridays For Future und Schule?“ dargestellt und durch Experimente, Diskussionsleitfäden und entsprechendes Unterrichtsmaterial ergänzt. Dieser Beitrag gibt einen Überblick über die Bedeutung der Nachhaltigkeit in Gesellschaft, Wissenschaft, Politik und Schule. Konkrete Unterrichtsinhalte zum Thema Stickstoff finden Sie im Artikel „Fridays For Future und Schule? – Teil 2: Nachhaltige Unterrichtsvorschläge zur Stickstoffproblematik“ in der nächsten Ausgabe. Beiträge zu den Themen Ernährung und Mikroplastik folgen.
Zusammenfassung Eine Vielzahl politischer Entschlüsse legen sowohl international als auch in Deutschland fest, Bildung für nachhaltige Entwicklung in den schulischen Kontext zu integrieren. Viele Initiativen wie Fridays For Future verdeutlichen darüber hinaus die Relevanz einer nachhaltigen Entwicklung in der heutigen Zeit. Um diesen Anforderungen gerecht zu werden, werden verschiedene Unterrichtsinhalte zum Thema Nachhaltigkeit in der Reihe „Fridays For Future und Schule?“ dargestellt und durch Experimente und entsprechendes Unterrichtsmaterial ergänzt. Dieser Beitrag behandelt Hintergründe und Auswirkungen der Stickstoffproblematik. Konkrete Unterrichtsvorschläge anhand ausgewählter Experimente und Diskussionsleitfäden sollen den Lernenden zu einem tieferen Verständnis vor dem Hintergrund einer nachhaltigen Lebensweise befähigen.
Citizen science has gained importance in recent years and revealed great potential, especially regarding science learning and environmental education. However, little is known about ways of supporting individual learning processes within citizen science. With this in mind, a home experiment set, the Nitrogen Box, was developed within a chemistry citizen science project on nitrogen pollution of water bodies. The aim of the box was primarily to deepen the subject matter and to sensitize the citizens to the topic. To gain deeper insights into the usability and added value of home experiments in a citizen science context, semi-structured interviews were conducted with ten citizens. Analysis of these interviews revealed that the nitrogen box contributed to a consolidation and deepening of knowledge of the nitrogen problem in Northwest Germany. Home experiment sets like Nitrogen Box can motivate and enable citizens to engage more deeply with the scientific topic in the future, to reflect on it and discuss it. We discuss how heterogeneity of the target group presents challenges for designing citizen science projects and provide recommendations for the future projects.
Anthropogenic influences and the excessive input of reactive nitrogen compounds into the environment have already severely destabilized the natural nitrogen cycle. Especially in northwestern Germany, many water bodies are polluted by nitrate, inducing negative effects on the ecosystem and drinking water as well as possible risks to human health. In cooperation with almost 600 citizens and 200 students, this issue was addressed in a citizen science project carried out by the Universities of Osnabrück and Oldenburg, gathering 8754 nitrate measurements at 545 monitoring sites from September 2019 to March 2021. The data were used to evaluate the potential of citizen science for research on nitrogen pollution of water bodies. In a pre-investigation, we proved that nitrate test strips are suitable as a measurement method for the citizen science approach to provide an overview of nitrate pollution. We then analyzed whether the citizen science approach can be used to establish an area-wide representative measurement network, to what extent the data can be used for spatial and temporal analyses, and whether the data are consistent with the results of other monitoring initiatives. For this purpose, geoprocessing tools, such as spatial joins and heatmaps, were combined with descriptive statistics and nonparametric statistical tests. Although it was not possible to establish a representative monitoring network due to the uneven spatial distribution of monitoring sites, a large part of the intended area was covered by monitoring sites. Thus, the data provide a good overview of the nitrate pollution in the region and shed light on influencing factors. Spatial impacts, such as land cover and use and hydrogeological conditions, as well as seasonal impacts were statistically evidenced with the citizen science data. Furthermore, the consistency of the data with the measurement results of established measurement initiatives confirm the quality of the citizen science dataset. Accordingly, citizen science can be used to investigate spatial and temporal factors influencing nitrogen pollution, and thus contributes to water conservation research as an innovative approach.
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