Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry

Araújo, José Luís Lopes; Morais, Carla; Paiva, João

doi:10.1039/d1rp00190f

Cited by 16 publications

(19 citation statements)

References 48 publications

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“…This macro-competency comprises critical, systemic, scientific, and innovative thinking (Ramírez-Montoya et al, 2022). CS projects involve real-life scenarios that enable learners to reason in the face of complexity (Araújo et al, 2022;Belluigi & Cundill, 2017;Castell et al, 2021;Constant & Roberts, 2017;Zourou & Tseliou, 2020). Moreover, numerous examples of imminent hazards demonstrate citizens' critical role in reacting more quickly than their governing authorities or regulators.…”

Section: From Cs Stagnation To the 21st-century Expresswaymentioning

confidence: 99%

“…Evidence of this can be observed in the increasing number of scientific articles published in recent years, indicating a growing trend in the subject. The broad focus spectrum includes the following clusters: CS participant engagement (Fischer et al, 2021;Haklay, 2018;Lotfian et al, 2020;Wiggins & Crowston, 2011); ethical issues in CS (Groot & Abma, 2022;Resnik et al, 2015); virtual CS projects (Reed et al, 2012); incorporating communities in CS (García-Holgado et al, 2020;Katapally, 2019;Nardi et al, 2021;Pandya, 2012); CS data quality improvement (Antelio et al, 2012;Cerquides et al, 2021;Garriga et al, 2017); evaluation and design of CS programs (Bolici & Colella, 2019;Chase & Levine., 2016;Hennig et al, 2019); prevention and control (Asingizwe et al, 2018;Coulson & Woods, 2021;Li et al, 2019;Yang et al, 2019); education & research (Hiller et al, 2019;Spasiano et al, 2021); surveillance and monitoring via CS (Arazy & Malkinson, 2021;Callaghan et al, 2020;Welvaert & Caley, 2016); CS data collecting & processing (Callaghan et al, 2021;Eagles-Smith, 2020;Hyvönen et al, 2021;Teng & Albayrak, 2017), CS and interest in developing critical thinking (Araújo et al, 2022;Belluigi & Cundill., 2017;Castell et al, 2021;Constant & Roberts, 2017) (See Figure 2).…”

Section: Cs Frameworkmentioning

confidence: 99%

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A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development

Sanabria-Z

Espinosa

Alfaro-Ponce

et al. 2022

RIED

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Emerging technologies and community empowerment have driven citizen science (CS) projects. However, their impact remains vague, partly because of the difficulties in monitoring and standardizing these projects. Notably, the development of citizens' complex thinking is not among the primary goals, despite the connection with the tenets of Education 4.0 and the training of socially committed citizens. Therefore, we propose a framework and typology to foster CS projects while scaling up complex thinking. We used the evidence-based educational innovation (EBEI) methodology and the Theory of Change (ToC) perspective, reviewing some of the most relevant frameworks under UNESCO's Open Science Recommendation. Findings from the CS projects analysis revealed that: (a) there is inattention to developing the sub-components of the complex thinking macro-competency; (b) a growing trend to develop frameworks for CS projects is taking place; (c) there is a prevalence of CS project frameworks focused on prevention and control, project evaluation and design, and education and research; (d) a framework with three dimensions based on ToC (Outbound, Threshold and Full-cycle) can guide the development of CS projects; and (e) an eight-component typology can measure the progress and impact of CS projects from the perspectives of Context-awareness, Citizen engagement, Infrastructure leverage, Technological innovation, Educational innovation, Outreach and Scale, Network building, and Complex Thinking. We envision that the integrated framework and typology proposed, scaffolded by complex thinking, can comprehensively broaden the impact of CS initiatives.

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Section: From Cs Stagnation To the 21st-century Expresswaymentioning

confidence: 99%

Section: Cs Frameworkmentioning

confidence: 99%

A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development

Sanabria-Z

Espinosa

Alfaro-Ponce

et al. 2022

RIED

View full text Add to dashboard Cite

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“…As such, the teacher is responsible for innovating and offering students relevant, diversified pedagogical dynamics, in order to actively involve them in the construction of their learning. In light of the above, the present PVC project (presented in greater detail by Araújo et al (2021) and summarized below) aimed to promote the development of chemical literacy among students, in the affective and cognitive domains. Additionally, it intended to integrate, within the classroom, a citizen science approach that allows students to be an active part of the scientific research process and empowers teachers to adopt new pedagogical approaches.…”

Section: Chemical Literacy and Attitudesmentioning

confidence: 99%

“…2. the sampling of coastal waters and polluting plastics from beaches, and analysing the collected waters' physicochemical parameters (pH, temperature, turbidity, percentage of dissolved oxygen, salinity, and concentration of nitrates and nitrites), as well as the qualitative identification of (micro)plastics, using pedagogical kits (Araújo et al, 2020) specifically developed for the purpose, to promote the learning of chemistry curriculum contents related to the project (Araújo et al, 2021); and…”

Section: Promoting Citizen Science In Chemistry Teaching Through Pvc ...mentioning

confidence: 99%

“…In each 90-minute lesson, students worked on the project in small groups comprising two to five elements, over a period of seven months. Araújo et al (2021) presented in detail the PVC project implemented activities among both EG and CG. The implementation of the various stages of the PVC project was actively conducted by the teachers involved, who collaborated in this research by monitoring the participation of their students in the various activities of the PVC project, in addition to assisting in the application of the data collection instruments, always in close collaboration with researchers, with the latter playing a mediator role in the dynamics designed.…”

Section: Participantsmentioning

confidence: 99%

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Citizen Science as a Pedagogical Tool in Chemistry Education: Students’ Attitudes and Teachers’ Perceptions

Araújo

Morais

Paiva

2022

INTERDISCIP J ENV SCI ED

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The need of promoting the affective dimension of chemistry literacy in students, through expressions of interest in chemistry-related topics and positive attitudes toward this field, has been emphasized in chemistry education. Thus, the purpose of this study was to understand students' attitudes toward chemistry between the ages of 12 and 14, as well as how their participation in a citizen science project called Perceiving the Value of Chemistry behind water and microplastics (PVC) contributed to possible attitude changes. Although the research focus was chemistry education, chemistry and physics are taught as part of one subject in Portugal, so the attitudes towards physics and chemistry scale was used as a pre-and post-test. The pre-test showed positive attitudes towards physics and chemistry. In the post-test, the control group exhibited significantly negative changes in attitude, in all dimensions; whereas the experimental group revealed no significant changes. Pedagogical dynamics also affect students' attitudes toward chemistry, so we undertook interviews to investigate the project's impact on the pedagogical practices of the nine participating teachers. The results suggest that activities developed within the PVC project were formative for the teachers, allowing them to reflect on their practices and promoting an interdisciplinary approach to the topics addressed, in addition to enabling students to use knowledge in different and new perspectives. Moreover, through the development of pedagogical resources and training within this project, teachers recognized that they would continue this experience.

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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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Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry

Abstract: The active participation of citizens in scientific research, through citizen science, has been proven successful. However, knowledge on the potential of citizen science within formal chemistry learning, at the conceptual...

Cited by 16 publications

References 48 publications

A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development

A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development

Citizen Science as a Pedagogical Tool in Chemistry Education: Students’ Attitudes and Teachers’ Perceptions

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

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