Online Community and Citizen Science supports environmental science learning by young people

Herodotou, Christothea; Ismail, Nashwa; Aristeidou, Maria; Miller, Grant; Benavides-Lahnstein, Ana Ilse; Ghadirim, Maryam; Robinson, Lucy D.; Ballard, Heidi L.

doi:10.1016/j.compedu.2022.104515

Cited by 12 publications

(17 citation statements)

References 29 publications

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“…Fun in learning, interest in learning time, social implications, scientific normality for science learning (Sulistioning et al, 2020), & outdoor learning (Skarstein & Ugelstad, 2020) Learning should not only be in classroom 8 Necessity of media literacy (Anwar et al, 2020) that is embodied in the form of science learning framework online (Opere, 2021), online community (Herodotou et al, 2022), flipped classroom (Shana & Alwaely, 2021), open educational resources (Gerard et al, 2022), use of multimedia (Herianto & Wilujeng, 2021), virtual reality understanding (Hite, 2022), virtual science learning (Telenius et al, 2020), using Edmodo (Ryane & El Faddouli, 2020), animated videos (Nurhayati et al, 2022), motion graphic animation videos (Hanif, 2020), mobile science learning (Chang et al, 2021;Jeno et al, 2020)., VR simulations (Pande et al, 2021) Science learning media must be technologically advanced 9 10 Urgency of cognitive assessment techniques (Darmawan et al, 2020), multiple self-regulated learning measures (Gandomkar et al, 2020), & performance assessment (Yakob et al, 2021).…”

Section: Science Learning Needsmentioning

confidence: 99%

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

Nurwidodo

Ibrohim

Sueb

et al. 2023

EURASIA J Math Sci Tech Ed

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Currently, the world’s science learning is being affected by COVID-19 pandemic, which requires researchers to address it. Researchers’ attention and concern for the theme of science learning is highly expected, as evidenced by the existence of publications in reputable journals. The purpose of this systematic literature review is to review and compare investigations of research on articles published by Scopus-indexed journals (published during COVID-19 pandemic: 2020-2022). The researchers used a “science learning” phrase in the search menu of Scopus database and 1,484 articles were found by the researchers. Furthermore, 62 articles met the criteria to be analyzed. The inclusion and exclusion model used was preferred reporting items for systematic reviews and meta-analysis. Based on the results of the analysis, we found that in the last three years, there had been a decline in research on science learning. The science issues could be approached through quantitative, qualitative, mix-method, case study, and even development research. Marianne Kinnula is the author who has received the most attention in the study of science learning. According to the data, it is known that science learning and science education keywords are the most dominant keywords that used in a publication. There are 36 countries of origin for authors who publish articles, with the majority coming from Europe, though Indonesia has the most publications (Asia). Science articles are written by authors from all over the world. It was discovered that more articles were published as a result of collaboration. There are 69 institutions globally that fund science learning research and publications. We offer three perspectives on transformation science learning during a pandemic that can be used as a baseline and reference by other researchers or education policymakers. As an implication, the second and third perspectives from transformation that we have formulated are interesting for further study.

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Section: Science Learning Needsmentioning

confidence: 99%

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

Nurwidodo

Ibrohim

Sueb

et al. 2023

EURASIA J Math Sci Tech Ed

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“…Futuras líneas de investigación que incorporen el registro de biodiversidad utilizando la aplicación Naturalista en un contexto educativo, se beneficiarán de incluir la participación del estudiante en el diseño de los objetivos del proyecto, en la elección de los parámetros que midan el conocimiento del entorno local y el deseo de conservarlo, y de esta manera extender el grado y la naturaleza de la participación de las personas en proyectos de ciencia ciudadana, dado que la participación más allá de la recolección de datos contribuye a un mayor potencial transformativo para las comunidades y la sociedad (Monzón Alvarado, Zamora Rendón y Vázquez Pérez, 2020). Ballard, Dixon y Harris (2017) y Herodotou, Ismail, Aristeidou, Miller, Benavides Lahnstein, Ghadiri Khanaposhtani, Robinson, y Ballard (2022) apuntan que la participación de los estudiantes en el análisis de datos y su presentación en la comunidad contribuye a la creación de agencia en la ciencia ambiental en el estudiante. Los autores de este estudio consideran que las recomendaciones enlistadas favorecen además una mayor y mejor experiencia del estudiante al interactuar con la naturaleza conduciendo a una disminución en la ingenuidad sobre la biodiversidad observada en adolescentes (Niemiller, Davis y Niemiller, 2021).…”

Section: Figuraunclassified

Uso de Naturalista como refuerzo del programa de estudios de la materia Ecología de bachillerato

Varela

Sánchez

2023

RLO

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Naturalista es una plataforma para registrar e identificar la biodiversidad utilizando inteligencia artificial y la contribución de una comunidad que incluye expertos en distintas disciplinas del conocimiento y aficionados. En este estudio la aplicación Naturalista se utilizó para monitorear la biodiversidad local no doméstica de febrero a junio de 2021 con el objetivo de reforzar el programa de estudios de la materia Ecología en el Centro de Bachillerato Tecnológico agropecuario #147, en Meoqui, Chihuahua, y crear una cultura ambiental que detenga el actual deterioro ambiental del entorno local. El proceso de intervención consistió en el registro de la flora y fauna casera y local, no doméstica, por parte de los estudiantes, para su posterior identificación por la comunidad de Naturalista, la contestación de cuestionarios al inicio y término del proyecto y una bitácora electrónica, para determinar la percepción de conocimiento de la biodiversidad local y la problemática ambiental local. Además, se utilizó el diario docente para el registro y categorización de la información de la investigación. El método investigación-acción se utilizó para documentar el proyecto. En este proyecto se encontró que monitoreando la biodiversidad en un contexto educativo e investigativo se promueve la inclinación del estudiante por el contacto con la naturaleza, se fomenta la interacción interpersonal y emociones positivas y se permite apreciar la diversa problemática ambiental local, incidiendo en el desconocimiento del entorno local y la ingenuidad sobre la biodiversidad en adolescentes, relacionado a periodos largos frente a pantallas.

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“…Educational impacts are especially sought after in these contexts (Kloetzer et al, 2021), which may require the adaptation of citizen science to an educational system that is essentially nondemocratic (Weinstein, 2012). Most citizen science projects available to schools are of the contributory type, as these are more abundant (Hecker et al, 2018; Turbé et al, 2019) and generally require less time and resources (Herodotou et al, 2022). Still, the empowerment of students in science and in their communities is often a stated goal of school‐based citizen science (Ballard et al, 2017; Kaplan Mintz et al, 2021; Morales‐Doyle & Frausto, 2021; Mueller & Tippins, 2015; Roche et al, 2020), a venture successfully achieved mostly on a case‐by‐case basis (e.g., Barton & Tan, 2010; Benavides Lahnstein et al, 2022; Binder et al, 2021; Harris et al, 2020; Herodotou et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Most citizen science projects available to schools are of the contributory type, as these are more abundant (Hecker et al, 2018;Turbé et al, 2019) and generally require less time and resources (Herodotou et al, 2022). Still, the empowerment of students in science and in their communities is often a stated goal of school-based citizen science (Ballard et al, 2017;Kaplan Mintz et al, 2021;Morales-Doyle & Frausto, 2021;Mueller & Tippins, 2015;Roche et al, 2020), a venture successfully achieved mostly on a case-by-case basis (e.g., Barton & Tan, 2010;Benavides Lahnstein et al, 2022;Binder et al, 2021;Harris et al, 2020;Herodotou et al, 2022). The participation of students and adult volunteers in citizen science endeavors can lead to various learning outcomes (Harris et al, 2020;Kloetzer et al, 2021;Koomen et al, 2018;Lüsse et al, 2022;Matuk et al, 2021;Phillips et al, 2018Phillips et al, , 2019.…”

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confidence: 99%

Meaningful participation of schools in scientific research through contributory citizen science projects

et al. 2023

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School‐based citizen science offers a way for students and teachers to collaborate with scientists and take part in multiple facets of research such as data collection and analysis, and sometimes research initiation, co‐design, and reporting of findings. However, most citizen science projects offered to schools are of the contributory type, often regarded as a lesser form of participation since the role of nonscientific participants lies mostly in data collection. The current study set out to examine the potential of contributory projects to afford—despite their limitations—more equitable power relations between schools and scientists and a meaningful participation of schools in scientific research. We view meaningful participation as such that embodies students' and teachers' responsibility over scientific processes or outcomes. Nine pairs of teachers and scientists who collaborated in contributory‐based projects were asked to think aloud as they answered a questionnaire regarding their experiences, resulting with rich commentary on how they perceived relationships between the schools and the scientists. Analysis of the think‐aloud data, using a framework based on the notion of reciprocity in university‐community partnerships, indicated that most teachers and scientists developed a sense of reciprocal relations where both sides are acknowledged contributors, some even deeply so. We discuss factors influencing the emergence of reciprocity and implications towards the premise of school‐based citizen science to democratize science and change traditional power relations in school‐based citizen science collaborations.

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Online Community and Citizen Science supports environmental science learning by young people

Cited by 12 publications

References 29 publications

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

Uso de Naturalista como refuerzo del programa de estudios de la materia Ecología de bachillerato

Meaningful participation of schools in scientific research through contributory citizen science projects

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