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Citizen Science and Education
Four signposts for practice
Greg Mannion and Andy Ruck, University of Stirling
Citizen Science and Education Four signposts for practice Greg - - PowerPoint PPT Presentation
Citizen Science and Education Four signposts for practice Greg - - PowerPoint PPT Presentation
Citizen Science and Education Four signposts for practice Greg Mannion and Andy Ruck, University of Stirling To effectively embed Citizen Science into education, we need to make it Real Regular Responsive Relevant With/in Place Citizen
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Citizen Science
“Citizen Science projects
actively involve citizens in scientific endeavour that generates new knowledge and understanding”
“Citizen Science projects have
a genuine science outcome”
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Types of cit itizen science project
Contributory Collaborative Co-created
Problem identified by... Scientists Scientists Public Study designed by... Scientists Scientists Public and scientists Data collected by... Public Scientists and public Public and scientists Data analysed by... Scientists Scientists and public Public and scientists Results reported by... Scientists Scientists and public Public
Greater com
- mmunity
in invol
- lvement
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- The public as resource / participant
- Science community: outreach
- New technologies: internet, smartphones
- Environmental issues
- Greenspace and wellbeing
- Citizenship
- STEM agenda : Formal-Informal Science and
Learning Communities
Why now?
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(Potential) Benefits
- More engaged pupils
- Improved attainment – (espec. in STEM subjects)
- Stronger interdisciplinary learning
- Environmental stewardship, pro-environmental
values, attitudes, knowledge, … and action
- “Connection to nature”
- Addressing complex environmental problems
- Better environments, better environmental policies
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To effectively embed Citizen Science into education, we need to make it …
Regular Real Relevant
Responsive
With/in Place
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- More Tim
ime: “working on the same project, same group was essential”
- Sustained Focus: “Sustaining or building
interest” rather than simply “stimulating interest”
- Repeat Vis
isits – Teaching in Nature
- Progression
3-18 CfE
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- “New knowle
ledge and understanding”
- But..
.... .. not all ll about official use of data
- In
Involvement in in the whole le scie ientific process
- “Hands-on exp
xperiences” – dir irect exp xperience of phenomena
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- Local rele
levance:
–
“use th their ir own communit ity as s a so source and lo locatio ion for r lea learnin ing”
- More wid
idely –
–
Glo lobal is issues – bio iodiv iversit ity, food security, , habit itat lo loss, , clim limate change, , socia ial ju justic ice, , sustainabil ility
- Allo
llowing young people to fin ind their ir
- wn areas of in
interest
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- Plac
lace: :
- Not ju
just “objectively” Not ambivalently
- Proximity not sufficient.
–
Pla lace-responsive pedagogy: Har
arness th the dis istin inctive features of
- f a
a plac lace in into teachin ing
- An affectiv
ive dim imensio ion
- Facil
ilit itated by sig signif ific icant others
- Cit
Citiz izen Sc Scien ience in in a pla lace-based context xt: :
- community regeneration, sustainable
responses, in interdisciplinary, problem- solving, g, in intergenerational dia ialogue, eco-social ju justice
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To effectively embed Citizen Science into education, we need to make it …
Andy Ruck a.t.ruck@stir.ac.uk Greg Mannion greg.mannion@stir.ac.uk