Eco-Citizen Science for Social Good: Promoting Child Well-Being, Environmental Justice, and Inclusion

Makuch, Zen; Aczel, Miriam R.

doi:10.1177/1049731519890404

Cited by 17 publications

(15 citation statements)

References 98 publications

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“…Our quantitative results showed that sexual and gender minorities were more likely to participate in citizen science compared with their heterosexual or cisgender peers. This underscores the potential of citizen science as a tool for advancing social justice and inclusion in science (Makuch and Aczel 2020), though this potential is not always realized (Cooper et al, 2021). Because of limited existing research on the relationship between sexual and gender minorities and STEM retention (Hughes 2018;Linley, Renn and Woodford 2018.…”

Section: Lack Of Citizen Science Opportunities In Higher Educationmentioning

confidence: 99%

Undergraduate Student Experiences with Citizen Science Highlight Potential to Broaden Scientific Engagement

Johns

Thomas

Lundgren

et al. 2021

CSTP

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Opportunities for marginalized students (such as women, Black, Latinx, and Indigenous students, first-generation college students, LGBTQ+-identified individuals, and people/persons with disabilities) to engage in undergraduate research can help increase their persistence in STEM degrees and careers. The incorporation of citizen science projects into higher education provides unique opportunities for undergraduate students to get involved in scientific research, yet there is still much to be learned about how students, especially those with marginalized identities, interact with and perceive citizen science in higher education settings. Our goal was to understand student perspectives on citizen science, examine connections between participation in citizen science and student interest and sense of belonging in science, and explore how this varies based on demographic attributes. We did this using a case study with a mixed-methods design: a survey of students at a large predominantly white institution (PWI) (n = 143) and interviews with a subset of citizen science participants (n = 6). Results indicate that participation in citizen science occurred both within and outside of traditional classroom settings. Citizen science was valued most by students with an existing interest in science, and students who participated in citizen science projects reported a stronger sense of belonging in science. Our study uncovered challenges and misconceptions related to citizen science participation within higher education settings, highlighting the need for a commitment to broadening participation. Additional investigations of student perspectives regarding citizen science could allow for broader engagement of citizen science projects in higher education, ultimately helping to retain marginalized students in STEM.

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Section: Lack Of Citizen Science Opportunities In Higher Educationmentioning

confidence: 99%

Undergraduate Student Experiences with Citizen Science Highlight Potential to Broaden Scientific Engagement

Johns

Thomas

Lundgren

et al. 2021

CSTP

View full text Add to dashboard Cite

show abstract

“…Following Bäckstrand (2003) opinion, civic science in the global environment's scope is articulated in international relations, science studies, democracy, and sustainable science. Makuch and Aczel (2020) also emphasize that civic education's development contributes to the discourse on social goodness and social justice explicitly in the civic project.…”

Section: Introductionmentioning

confidence: 98%

The adaptation of scientific reasoning of prospective teachers for primary education in the perspective of civic science

2021

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This article aims to determine the adaptation of prospective elementary school teachers' scientific reasoning from a civic science perspective through seminar courses on elementary schools' educational problems. The issue of distance learning during the Corona Virus Disease (Covid) 19 pandemic in Indonesia has led to various highlights and analyzes. The learning scheme's quality and learning scheme are among the most popular questions in this learning scheme. This research uses a case study with a qualitative approach with data collection using interviews, observation, documentation, and literature studies. The results showed that the adaptation of the scientific reasoning of prospective elementary school teachers in a civic science perspective through the Seminar on Educational Problems in Primary Schools has several characteristics, that is: 1) educational problems in primary schools captured by dominant students in technological literacy, 2) study of educational problems in schools fundamental relates to the realization of smart and good citizens that reflected in attitudes and behavior in the Covid-19 pandemic situation, and 3) there is character building in the adaptation of scientific reasoning in the civic science perspective. Therefore, the research expects to have implications in developing civic education knowledge, especially in elementary school, which aims to strengthen the study of civic education.

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“… 2 2 Terms for similar approaches include community‐driven science, community‐based participatory research, and eco‐citizen science (Ballard et al, 2021; English et al, 2018; Makuch & Aczel, 2020). …”

mentioning

confidence: 99%

Civic science: Addressing racial inequalities in environmental and science, technology, engineering, and math education

Flanagan

Gallay

Pykett

2022

Child Dev Perspectives

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Communities of color shoulder disproportionate health burdens from environmental pollution and climate change, regardless of their location or social class (Bullard et al., 2011). Examples include air pollution from particulate matter, proximity to hazardous waste storage, and heat islands as a result of few green spaces in the built environment. Yet historically, environmental justice has not been prominent in environmental education (Kushmerick et al., 2007). However, in recent decades, attention to justice in environmental education has grown (Calabrese Barton & Tan, 2010;Davis & Schaeffer, 2019;Gallay et al., 2021), the theme is central to some graduate student training (Miller et al., 2021), and leading organizations such as the North American Association of Environmental Education have prioritized issues of justice.Racial inequities persist in learning opportunities related to science, technology, engineering, and math, or STEM (Penuel, 2017) and contribute to the underrepresentation of ethnic minorities in STEM careers. The green energy workforce is among the least diverse: Fewer than 10% of workers in clean energy production and efficiency are Black (Muro et al., 2021). STEM pipeline models, the dominant paradigm to address divides in learning opportunities, have been criticized for ignoring the scientific relevance of minoritized students' cultural and community knowledge (Bang & Vossoughi, 2016). Instead, place-based models where students and educators use STEM to address issues affecting their community are recommended (Vakil & Ayers, 2019), approaches that position students to use science as a catalyst for change (Morales-Doyle, 2017).

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Eco-Citizen Science for Social Good: Promoting Child Well-Being, Environmental Justice, and Inclusion

Cited by 17 publications

References 98 publications

Undergraduate Student Experiences with Citizen Science Highlight Potential to Broaden Scientific Engagement

Undergraduate Student Experiences with Citizen Science Highlight Potential to Broaden Scientific Engagement

The adaptation of scientific reasoning of prospective teachers for primary education in the perspective of civic science

Civic science: Addressing racial inequalities in environmental and science, technology, engineering, and math education

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