Bridging Educational Institutions for a Citizen Science Project: A Case Study from Malappuram District, Kerala, India

Binoy, V. V.; Radhakrishna, S.; Kurup, Anitha

doi:10.1007/978-981-10-1025-5_20

Cited by 2 publications

(2 citation statements)

References 25 publications

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“…However, the biased outreach in specific research disciplines (read biodiversity and ecology) makes CS inconsistent in terms of efficient learning where pedagogy is not the inclusive element of it (Ballard et al 2017;Raddick et al 2019;Phillips et al 2019). An efficient pedagogy where CS is included in mainstream education of all disciplines may promote inquiry-based learning with continued participation and give citizen scientists global recognition for their contributions (Binoy et al 2017;Mithcell et al 2017;. For example, two video gaming teams of citizen scientists in the 'Foldit-Solve Puzzles for Science' platform (Foldit-Solve Puzzles for Science) got academic recognition as co-authors in Nature Structural and Molecular Biology publication in 2011.…”

Section: Resultsmentioning

confidence: 99%

Scope and Challenges of Incorporating Citizen Science into Indian Higher Education Institutions: A Case Study

Phartyal

Yadav

2022

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Citizen Science (CS) is gaining popularity among a section of the Indian Research Community as a potential cost-effective tool to generate and gather large-scale temporospatial-distributed research data with the help of non-scientist citizens ready to volunteer their free time for science and societal issues. However, CS activities in India seem confined to a few selected research disciplines at selected geolocations. This poses challenges and scope to incorporating CS into all Indian Higher Education Institutions (HEIs) as an experimental learning tool. We conducted a pan-India, online survey and assessed the scope and challenges of CS in Indian HEIs. The survey recorded the perception of all stockholders irrespective of their academic and professional background for four months, from January to May 2021. Survey results revealed explicit geographical and research discipline-wise biases in participants' acquaintance and preference for CS. Agriculture/Biodiversity/Ecology/Environment Science disciplines recorded around 67% of responses. More than two-thirds of respondents conveyed their interest in CS. However, they highlighted the lack of hand-on-experience and opportunity for formal training on CS at schools/university levels. The study emphasized the inclusion of the CS curriculum in the mainstream education system to train the next generation of researchers on several aspects of CS and tap its potential for large-scale research studies in all higher education disciplines.

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Section: Resultsmentioning

confidence: 99%

Scope and Challenges of Incorporating Citizen Science into Indian Higher Education Institutions: A Case Study

Phartyal

Yadav

2022

Preprint

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“…It should also be noted that India is losing its rich resource of biodiversity very quickly (Padma, 2013). Sensitizing children at a very young age itself about the need for protecting other forms of life coexisting with them can catalyze the development of environmental pro behaviour (Binoy et al, 2017;Radhakrishna et al, 2014). Hence tracing out the factors hindering comprehension of vital topics in environmental science such as biodiversity, classification, evolution etc.…”

Section: Introductionmentioning

confidence: 99%

‘The load of diversity’: Cognitive load of lessons on biodiversity and classification in the biology textbooks of five different states of India

Machiah¹,

Zeeshan²,

Pillai³

et al. 2019

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Teaching and learning biodiversity and classification is highly dependent upon visual information and Graphical Representations (GRs) are an essential component of the study materials discussing these topics. However, GRs are double-edged swords; if used appropriately it reduces the mental effort experienced while learning (cognitive load). Meanwhile, the illustrations loosely connected with the text or complex in its visual properties can hinder the learning significantly. The present study compared the usage of GRs in the lesson on biodiversity and classification given in the IXth standard biology textbooks followed by five different states in India namely Chhattisgarh, Karnataka, Mizoram, Rajasthan, and Telangana and its contribution to the cognitive load. Our result revealed that though these textbooks followed similar contents the properties of the GRs used were noticeably dissimilar. Divergence was also noticed in the way in which the GRs were integrated with the textual information (conceptual integration) and the degree of interaction between such conceptually integrated groups. Influence of such dissimilarity in frequency, form, function, and physical and conceptual integration of GRs on various dimensions of the mental effort required for the comprehension of these vital concepts in environmental science is discussed under the light of the cognitive load theory.

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Bridging Educational Institutions for a Citizen Science Project: A Case Study from Malappuram District, Kerala, India

Cited by 2 publications

References 25 publications

Scope and Challenges of Incorporating Citizen Science into Indian Higher Education Institutions: A Case Study

Scope and Challenges of Incorporating Citizen Science into Indian Higher Education Institutions: A Case Study

‘The load of diversity’: Cognitive load of lessons on biodiversity and classification in the biology textbooks of five different states of India

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