In this blog post, our goal is to explore citizen science as an integral part of science education initiatives and dig a bit deeper into different stages of contributory citizen science projects in the field of ecology and environmental sciences.
Citizen science is the practice of engaging the public in scientific projects, leading to the overall advancement of scientific knowledge (1,2,3). It is believed that involving the public in issues of our time such as climate change and biodiversity loss through science practice will lead to productive partnerships in science and problem-solving. This will help to ensure that scientific information can be appreciated and understood across diverse groups within society as well as strengthening public trust in science.
Citizen science can be incorporated into education in both formal and informal learning environment, and every individual taking part in it become an active participant in a learning process (3). In the formal learning environments (schools, universities and colleges), educators use clear goals, background information and organized plans to incorporate citizen science project into the educational program (3). Informal learning environments, such as science centers and museums, are a natural home for citizen science projects because of their strong commitment to public engagement (3).
Contributive citizen science projects in the field of ecology and environmental sciences involve various stages in both design and implementation. A citizen science project starts with identifying the need that the project is aiming to address. This identification can involve scientists, participants, stakeholders, or a combination of all, and it is based on different levels of participation and public involvement models in scientific research (1). The second stage is to see if involving the public will achieve the desired outcome, while also benefiting participants by enhancing their skills (1). Afterwards, during the design stage, it is essential to outline the overall goals of the project in close collaboration with the prospective participants (1). For instance, designing a citizen science project can be motivated by advocating for policy changes, gathering data to address a scientific question, or a mix of both of these reasons (1). The fourth stage is creating a community-building plan. To succeed, it is vital to understand the community and their reasons for participating by identifying details like age group, education levels, and interests (1). The fifth stage is data management, covering stages like planning, data collecting, and assuring data quality (1). The final stage is evaluation, focusing on the individual-impact dimensions in collaboration with participants and the socioecological benefits (1).
The field of citizen science is expanding its representation globally, including well-established networks such as the Citizen Science Global Partnership (http://globalcitizenscience.org/), the European Citizen Science Association ( https://www.ecsa.ngo/), and the Österreich forscht platform (https://www.citizen-science.at/en/).
Stay tuned for our upcoming blog this month, where we will introduce a science education (citizen science) project in Austria.
References:
- Fraisl D., Hager G., Bedessem B., Gold M., Hsing P.Y., Danielsen F., et al. (2022). Citizen science in environmental and ecological sciences. Nature Reviews Methods Primers 2. https://doi.org/10.1038/s43586-022-00144-4
2. Kobori H., Dickinson J.L., Washitani I., Sakurai R., Amano T., Komatsu N., et al. (2016). Citizen science: a new approach to advance ecology, education, and conservation. Ecological Research 31, 1–19. https://doi.org/10.1007/s11284-015-1314-y
3. Roche J., Bell L., Galvão C., Golumbic Y.N., Kloetzer L., Knoben N., et al. (2020). Citizen Science, Education, and Learning: Challenges and Opportunities. Frontiers in Sociology 5, 1–10. https://doi.org/10.3389/fsoc.2020.613814