A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development

Abstract

Emerging technologies and community empowerment have driven citizen science (CS) projects. However, their impact remains vague, partly because of the difficulties in monitoring and standardizing these projects. Notably, the development of citizens' complex thinking is not among the primary goals, despite the connection with the tenets of Education 4.0 and the training of socially committed citizens. Therefore, we propose a framework and typology to foster CS projects while scaling up complex thinking. We used the evidence-based educational innovation (EBEI) methodology and the Theory of Change (ToC) perspective, reviewing some of the most relevant frameworks under UNESCO's Open Science Recommendation. Findings from the CS projects analysis revealed that: (a) there is inattention to developing the sub-components of the complex thinking macro-competency; (b) a growing trend to develop frameworks for CS projects is taking place; (c) there is a prevalence of CS project frameworks focused on prevention and control, project evaluation and design, and education and research; (d) a framework with three dimensions based on ToC (Outbound, Threshold and Full-cycle) can guide the development of CS projects; and (e) an eight-component typology can measure the progress and impact of CS projects from the perspectives of Context-awareness, Citizen engagement, Infrastructure leverage, Technological innovation, Educational innovation, Outreach and Scale, Network building, and Complex Thinking. We envision that the integrated framework and typology proposed, scaffolded by complex thinking, can comprehensively broaden the impact of CS initiatives.

Tren Penelitian Pembelajaran Biologi Berbasis Citizen Science Untuk Melatihkan Keterampilan Abad 21

“…Sehingga ini memberi peluang sebagai alat pendidikan yang dapat meningkatkan kemampuan kreatif yang dapat membuat sesuatu yang inovatif melalui pembelajaran yang inovatif. Berikut ini delapan komponen Citizen Science dalam pembelajaran yaitu kesadaran konteks, keterlibatan warga/masyarakat, memanfaatkan infrastruktur, inovasi teknologi, inovasi pendidikan, jangkauan dan skala, membangun jaringan dan pemikiran yang kompleks (Sanabria-Z et al, 2022).…”

“…Komponen yang menjadi karakteristik dari CS yaitu kesadaran konteks, keterlibatan warga atau masyarakat, memanfaatkan infrastruktur, inovasi teknologi, inovasi pendidikan, jangkauan dan skala, membangun jaringan, dan pemikiran yang kompleks (Sanabria-Z et al, 2022). Komponen tersebut menjadi penting ada dalam pembelajaran biologi berbasis CS.…”

Engagement and Social Impact in Tech-Based Citizen Science Initiatives for Achieving the SDGs: A Systematic Literature Review with a Perspective on Complex Thinking

“…For CS projects to achieve the most significant impact, it is imperative to consider the various contextual elements and those individuals involved in the initiatives. Thus, Sanabria-Z et al [27] defined the Threshold of CS Projects framework, a roadmap of three key dimensions to ensure a comprehensive outcome: Bounded CS, Threshold CS, and Full-cycle CS. A typology of eight components was cross-combined with these dimensions, depending on the project type, which, when levelled appropriately, promotes the gradual involvement of the participants whilst meeting the objectives.…”

Collaborative online international learning between Spain and Mexico: a microlearning experience to enhance creativity in complexity

“…In this complexity, digital technology, the internet and artificial intelligence are means that tend to be transformed into ends, according to the application of intelligence itself (Morin, 2020). Sanabria et al. (2022) state that the development of complex thinking is not among the objectives of citizen science, despite the strong link with Education 4.0 and the formation of citizens committed to society.…”

“…In this complexity, digital technology, the internet and artificial intelligence are means that tend to be transformed into ends, according to the application of intelligence itself (Morin, 2020). Sanabria et al (2022) state that the development of complex thinking is not among the objectives of citizen science, despite the strong link with Education 4.0 and the formation of citizens committed to society. In the field of complexity, Education 4.0 is postulated to promote design scenarios that integrate new methodologies, platforms, competences and infrastructure with a wide possibility of connection with external agents (Miranda et al, 2021), as well as methods with cloud computing infrastructures, hybrid active methodologies, technological ecosystem and horizontal competences 4.0 (Fidalgo-Blanco et al, 2022).…”