Classroom-based citizen science: impacts on students’ science identity, nature connectedness, and curricular knowledge

Williams, Katherine A.; Hall, Troy E.; O'Connell, Kari

doi:10.1080/13504622.2021.1927990

Cited by 19 publications

(18 citation statements)

References 39 publications

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“…There has never been a greater need for wider public awareness of science with continuous technical and scientific developments, particularly among youngsters in the classroom. But CS teaches students about community awareness, reflective practice, problem‐solving, and practical experience (Shah & Martinez, 2016; Williams et al, 2021). As a supplement to theoretical education, one of the most valuable characteristics of CS is its potential to give students practical and real‐life chances to study and apply the scientific method to address problems in their communities (Araújo et al, 2022).…”

Section: Framework Design and Discussionmentioning

confidence: 99%

Formulation of citizen science approach for monitoring Sustainable Development Goal 6: Clean water and sanitation for an Indian city

Baskaran¹,

Velkennedy²

2022

Sustainable Development

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The United Nations acknowledges that action in one of the 17 Sustainable Development Goals (SDGs) will impact outcomes in others and that development should interact the social, economic, and environmental sustainability. Many countries have prioritized goals and targets based on their current progress and the prosperity of their people. This article focused on SDG 6: Clean water and sanitation, especially the first two (6.1 and 6.2) out of eight targets. The author has considered SDG 6, a critical goal to focus on and achieve in Tirunelveli city municipal corporation. The study area is situated in the Tirunelveli district of Tamil Nadu, India's southernmost state. Citizen science (CS), also known as community science, has emerged as an effective method of collecting data and supporting a wide range of indicators from the SDG targets. The objective of this article is to utilize the benefit of the CS approach for monitoring the targets 6.1 and 6.2 pertained to drinking water and sanitation facilities respectively in the study area. The activities suggested for this SDG 6 CS project were framing the core question, identification of citizen scientists, data analysis, and action plan. College students, ward councilors, and community volunteers, referred to as three categories of citizen scientists, will collect household data for all 55 wards in the study area. The value of the collected data to various government agencies and monitoring organizations is also discussed.

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Section: Framework Design and Discussionmentioning

confidence: 99%

Formulation of citizen science approach for monitoring Sustainable Development Goal 6: Clean water and sanitation for an Indian city

Baskaran¹,

Velkennedy²

2022

Sustainable Development

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“…However, in the wild in citizen science projects, the outlook is different: the sense of connection to animals did not seem to be an important aspect in the most wonderful nature experiences of Dutch biodiversity citizen scientists, but this was rather dominated by target species identity (Ganzevoort & Van Den Born, 2019), whereas in coastal project in the United States, the connection was felt by those who observed a sheer number of birds (Haywood, 2016). In a school-related hummingbird citizen science project, no change in nature connectedness was detected (Williams et al, 2021). These examples suggest that the aesthetic value of animals and nature experiences in general is important in relation to environmental attitudes, but does not necessarily deepen students' personal relationship with animals.…”

Section: Personal Relationships Versus Abstract Environmental Attitudementioning

confidence: 95%

School students’ attitudes towards unloved biodiversity: insights from a citizen science project about urban rats

Aivelo

2022

Environmental Education Research

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Most of biodiversity is not considered charismatic and from human's perspective it can be indifferent, problematic, harmful, disgusting, or dangerous. Secondary school students' attitudes towards an unloved species and how it relates to their feelings of disgust in the context of a biology course were studied during a citizen science project where Finnish lower and upper-secondary school students surveyed the occurrence of urban rats. Questionnaire data was collected including items on four scales: attitude towards rats, interest in learning about environment, disgust, and liking biology as a school subject. It was modelled with an item response theory approach by including respondents' age and gender as fixed variables and school as a random factor. Higher age correlated with a more positive attitude towards the environment and lower level of disgust. There was an interaction between age and gender that male students had more negative attitude towards rats and lower general levels of disgust. Surprisingly, the students with more positive attitude towards rats also not only had a higher liking biology as a school subject and positive attitude towards the environment, but also a higher level of general disgust. The results suggest that disgust in general is not detrimental in learning and appreciating unloved others as parts of biodiversity.The results also raise questions on how personal attitudes towards the individual species relate to attitudes toward more abstract concept of biodiversity or the environment.

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“…In the wild in citizen science projects, though, the outlook is different: the sense of connection to animals did not seem to an important aspect in the most wonderful nature experiences of Dutch biodiversity citizen scientists, but this was rather dominated by species identity (Ganzevoort & Van Den Born, 2019), whereas in coastal project in USA the connection was felt in the sheer number of birds (Haywood, 2016). In a school-related hummingbird citizen science project, no change in nature connectedness was detected (Williams et al, 2021). Thus, the question presents itself: how we would be able to form a connection to the mundane animals when they are in the wild?…”

Section: Personal Relationships Versus Abstract Environmental Attitudementioning

confidence: 97%

School students’ attitudes towards unloved biodiversity: insights from a citizen science project about urban rats

Aivelo¹

2022

Preprint

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Most of biodiversity is not considered charismatic and from human’s perspective it can be problematic, harmful, disgusting, or dangerous. Secondary school students’ attitudes towards different aspects of biodiversity and how it relates to their feelings of disgust in the context of a biology course were studied during a citizen science project where Finnish lower and upper-secondary school students surveyed the occurrence of urban rats. Questionnaire data was collected including items on four scales: attitude towards rats, interest in learning about environment, disgust, and liking of biology as a school subject. It was modelled with an item response theory approach by including respondents’ age and gender as fixed variables and school as a random factor. Higher age correlated with a more positive attitude towards the environment and lower level of disgust. There was an interaction between age and gender that male students had more negative attitude towards rats and lower general levels of disgust. Interestingly, the students with more positive attitude towards rats also not only had a higher liking of biology as a school subject and positive attitude towards the environment, but also a higher level of general disgust. The results suggest that disgust in general is not detrimental in learning and appreciating unloved others as parts of biodiversity. The results also raise interesting questions on how personal attitudes towards the individual species relate to attitudes toward more abstract concept of biodiversity or the environment.

show abstract

Classroom-based citizen science: impacts on students’ science identity, nature connectedness, and curricular knowledge

Cited by 19 publications

References 39 publications

Formulation of citizen science approach for monitoring Sustainable Development Goal 6: Clean water and sanitation for an Indian city

Formulation of citizen science approach for monitoring Sustainable Development Goal 6: Clean water and sanitation for an Indian city

School students’ attitudes towards unloved biodiversity: insights from a citizen science project about urban rats

School students’ attitudes towards unloved biodiversity: insights from a citizen science project about urban rats

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