How to work with children and animals: A guide for school‐based citizen science in wildlife research

Soanes, Kylie; Cranney, Kate; Dade, Marie C.; Edwards, Amy M.; Palavalli-Nettimi, Ravindra; Doherty, Tim S.

doi:10.1111/aec.12836

Cited by 13 publications

(16 citation statements)

References 40 publications

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“…Both studies provided an overview of the current situation of citizen science from a research context point of view. Regarding the aim of this work, Follet and Strezov [20] analyse the classification of [29] who identifies a type of citizen science projects developed as education projects that are often performed in the classroom or school grounds as part of the science curriculum, such as [30][31][32][33].…”

Section: Related Workmentioning

confidence: 99%

“…Also, in Europe, [30] involved 16 schools from Vienna and Lower Austria for two years. Other experience in Australia involved students aged 9-12 years from six primary schools; the students did not interact between schools; they only were involved as volunteers to collect data [33]. On the other hand, Trajber et al [35] propose an approach based on citizen science and participatory action research in which scientists, researchers, teachers and young people from different schools in a Brazilian region work together to articulate and act upon the complex processes that characterise social, political and environmental issues.…”

Section: Related Workmentioning

confidence: 99%

“…Although there are several works related to involving young people in citizen science projects, the research questions and objectives are defined by scientists, researchers or teachers; the students do not choose the activities [30,33,34,36]. In other cases, they involve the students in some parts of Sustainability 2020, 12, 1863 4 of 16 the research definition, but not in the research objectives definition.…”

Section: Related Workmentioning

confidence: 99%

“…For example, Frigerio et al [37] both the pupils and their teachers were directly involved in generating the questions of the survey applied in the second phase of the citizen science project. Moreover, according to the review carried out by [33], the school-based citizen science projects fail because the science was not tailored to engage students to collect quality data, or the educational and engagement aspects were over-emphasised at the expense of data integrity.…”

Section: Related Workmentioning

confidence: 99%

“…Regarding the topics covered by the analysed words, most of the school-based citizen science projects are focused on natural science -climate change, wildlife, marine litter, pollution- [30][31][32][33][34][35][36][37]. Only Magnussen, Hamann and Stensgaard [38] are focused on projects related to improving the quality of life in the neighbourhoods in which the school is located.…”

Section: Related Workmentioning

confidence: 99%

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Technological Ecosystems in Citizen Science: A Framework to Involve Children and Young People

García‐Holgado

García-Peñalvo

Butler³

2020

Sustainability

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Young people are distinguished as a social group with the capacity to drive new behaviours and understandings in today's society. However, most young people consider that people in charge of decision-making processes are not addressing their concerns. The WYRED project proposes a framework for citizen science based on a technological ecosystem to promote the transfer of perspectives, ideas, and knowledge among young people and decision-makers on issues related to the digital society. The work goal is to analyse the model proposed through a citizen science case study centred in identifying the ideas and opinions of children and young people between 7 and 30 years old, concerning gender stereotypes on the Internet. A total of 69 children and young people from Belgium, Italy, Spain, Turkey, Ukraine, and the United Kingdom have interacted for two weeks in a private space guaranteed by the defined ecosystem. The results of the analysis of the interaction between young people and facilitators (with different profiles: educators, researchers and decision-makers) demonstrate that the use of technological ecosystems to sustain the development of citizen science projects allows for the improvement of knowledge transfer processes between children and young people with stakeholders, as well as the analysis of these processes.

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

See 3 more Smart Citations

Technological Ecosystems in Citizen Science: A Framework to Involve Children and Young People

García‐Holgado

García-Peñalvo

Butler³

2020

Sustainability

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Knowledge of returning wildlife species and willingness to participate in citizen science projects among wildlife park visitors in Germany

et al. 2022

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1. Successful conservation efforts have led to recent increases of large mammals such as European bison Bison bonasus, moose Alces alces and grey wolf Canis lupus and their return to former habitats in central Europe. While embraced by some, the recovery of these species is a controversial topic and holds potential for human-wildlife conflicts. Involving the public has been suggested to be an effective method for monitoring wildlife and mitigating associated conflicts. To assess two interrelated prerequisites for engaging people in Citizen Science(CS)-knowledge of returning species and respondents' readiness to participate in CS activities for monitoring and managing these species-we conducted a survey (questionnaire) in two wildlife parks located in different states of Germany.Based on 472 complete questionnaires, we developed generalized linear models to understand how sociodemographic variables and exposure to the species affected visitors' knowledge of each species, and to investigate if sociodemographic variables and knowledge influenced the likelihood of visitors to participate in CS activities.3. Almost all visitors were aware of the returning wolf population, while knowledge and awareness about bison and moose were significantly lower. Knowledge of the two herbivores differed geographically (higher knowledge of moose in the north-eastern state), possibly indicating a positive association between exposure to the species and knowledge. However, models generally performed poorly in predicting knowledge about wildlife, suggesting that such specific knowledge is insufficiently explained by sociodemographic variables. 4. Our model, which explained stated willingness in CS indicated that younger participants and those with higher knowledge scores in the survey were more willing to engage in CS activities.

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“For whom? By whom?”: critical perspectives of participation in ecological citizen science

Rautio

Tammi

Aivelo

et al. 2022

Cult Stud of Sci Educ

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This paper is a search for common ground between two natural scientists, two childhood studies and education scholars and two human–animal studies or critical animal studies scholars all working within a shared citizen science project. The search takes the form of a thematic mapping of existing literature on ecological citizen science, with two questions: “Participation on whose terms?”, and “Participation for whose benefit?”. First, we draw from the field of childhood studies to show how the concept of participation can be theorized further. Second, we recontextualize ecological citizen science research from a multispecies perspective, following the non-anthropocentric turn in human and social sciences which has so far drawn limited attention both in educational research and in citizen science projects. We proceed by critically treading the blurry line between predetermined or science-led participation and emergent or participant-led research, forming a fruitful space for examining and reconceptualizing the prevailing human/nature distinction in science and pedagogy. What we end up proposing is not so much a solution to the issues we have located, but rather an invitation to consider participation as a possibility for engaging with the ongoing tensions regarding the apparatuses of power that guide the research practices, researchers’ thinking and ethics. For the democratic ethos of citizen science projects, these observations can result in an ongoing process of asking how would it be possible to make space for various knowledges to be regarded as such: How could different kinds of knowledge co-exist, potentially generating more just worlds?

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How to work with children and animals: A guide for school‐based citizen science in wildlife research

Abstract: This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as

Cited by 13 publications

References 40 publications

Technological Ecosystems in Citizen Science: A Framework to Involve Children and Young People

Technological Ecosystems in Citizen Science: A Framework to Involve Children and Young People

Knowledge of returning wildlife species and willingness to participate in citizen science projects among wildlife park visitors in Germany

“For whom? By whom?”: critical perspectives of participation in ecological citizen science

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