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Citizen science is a growing field of research and practice, generating new knowledge and understanding through the collaboration of citizens in scientific research. As the field expands, it is becoming increasingly important to consider its potential to foster education and learning opportunities. Although progress has been made to support learning in citizen science projects, as well as to facilitate citizen science in formal and informal learning environments, challenges still arise. This paper identifies a number of dilemmas facing the field—from competing scientific goals and learning outcomes, differing underlying ontologies and epistemologies, diverging communication strategies, to clashing values around advocacy and activism. Although such challenges can become barriers to the successful integration of citizen science into mainstream education systems, they also serve as signposts for possible synergies and opportunities. One of the key emerging recommendations is to align educational learning outcomes with citizen science project goals at the planning stage of the project using co-creation approaches to ensure issues of accessibility and inclusivity are paramount throughout the design and implementation of every project. Only then can citizen science realise its true potential to empower citizens to take ownership of their own science education and learning.

Recent developments in sensory and communication technologies have made the development of portable air-quality (AQ) micro-sensing units (MSUs) feasible. These MSUs allow AQ measurements in many new applications, such as ambulatory exposure analyses and citizen science. Typically, the performance of these devices is assessed using the mean error or correlation coefficients with respect to a laboratory equipment. However, these criteria do not represent how such sensors perform outside of laboratory conditions in large-scale field applications, and do not cover all aspects of possible differences in performance between the sensor-based and standardized equipment, or changes in performance over time. This paper presents a comprehensive Sensor Evaluation Toolbox (SET) for evaluating AQ MSUs by a range of criteria, to better assess their performance in varied applications and environments. Within the SET are included four new schemes for evaluating sensors' capability to: locate pollution sources; represent the pollution level on a coarse scale; capture the high temporal variability of the observed pollutant and their reliability. Each of the evaluation criteria allows for assessing sensors' performance in a different way, together constituting a holistic evaluation of the suitability and usability of the sensors in a wide range of applications. Application of the SET on measurements acquired by 25 MSUs deployed in eight cities across Europe showed that the suggested schemes facilitates a comprehensive cross platform analysis that can be used to determine and compare the sensors' performance. The SET was implemented in R and the code is available on the first author's website.

BackgroundAdenosine-to-inosine (A-to-I) RNA editing is an epigenetic modification catalyzed by adenosine deaminases acting on RNA (ADARs), and is especially prevalent in the brain. We used the highly accurate microfluidics-based multiplex PCR sequencing (mmPCR-seq) technique to assess the effects of development and environmental stress on A-to-I editing at 146 pre-selected, conserved sites in the rat prefrontal cortex and amygdala. Furthermore, we asked whether changes in editing can be observed in offspring of stress-exposed rats. In parallel, we assessed changes in ADARs expression levels.ResultsIn agreement with previous studies, we found editing to be generally higher in adult compared to neonatal rat brain. At birth, editing was generally lower in prefrontal cortex than in amygdala. Stress affected editing at the serotonin receptor 2c (Htr2c), and editing at this site was significantly altered in offspring of rats exposed to prereproductive stress across two generations. Stress-induced changes in Htr2c editing measured with mmPCR-seq were comparable to changes measured with Sanger and Illumina sequencing. Developmental and stress-induced changes in Adar and Adarb1 mRNA expression were observed but did not correlate with editing changes.ConclusionsOur findings indicate that mmPCR-seq can accurately detect A-to-I RNA editing in rat brain samples, and confirm previous accounts of a developmental increase in RNA editing rates. Our findings also point to stress in adolescence as an environmental factor that alters RNA editing patterns several generations forward, joining a growing body of literature describing the transgenerational effects of stress.Electronic supplementary materialThe online version of this article (10.1186/s12864-017-4409-8) contains supplementary material, which is available to authorized users.

Citizen science is a promising field for educational practices and research. However, it is also highly heterogeneous, and learning happens in diverse ways, according to project tasks and participants’ activities. Therefore, we adopt a sociocultural view of learning, in which understanding learning requires a close analysis of the situation created both by the project tasks and the dynamics of engagement of the participants (volunteers, scientists, and others). To tackle the complexity of the field, this chapter maps learning in citizen science into six territories, according to where learning might take place: formal education (schools and universities); out-of-school education (science and nature clubs, summer camps, outdoor education, etc.); local and global communities (neighbourhood associations, activist associations, online communities, etc.); families; museums (science museums, art museums, zoos, and botanic gardens); and online citizen science. For each territory, we present key findings from the literature. The chapter also introduces our six personal journeys into the field of learning and citizen science, displaying their variety and the common lessons, challenges, and opportunities. Finally, we present four key tensions arising from citizen science projects in educational settings and look at training different stakeholders as a strategy to overcome some of these tensions.

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Co-created citizen science offers practical tools for implementing science communication theories by increasing public participation in scientific research, empowering communities and advancing situated scientific knowledge. However, delivering such an approach presents a number of key challenges around funding, fostering working partnerships between scientists and citizens and ensuring all stakeholders receive sufficient benefits from the process. In this essay we draw from science communication and citizen science literature to describe these challenges and discuss the opportunities that will enable co-created practices to prosper.