Using Citizen Science to Engage Introductory Students: From Streams to the Solar System.
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ABSTRACT:
SUBMITTER: Cardamone C
PROVIDER: S-EPMC4798792 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Citizen science is becoming an effective approach in building a new relationship between science and society, in which the desire of citizens to participate actively in knowledge production meets the needs of researchers. A citizen science initiative dealing with the development of photovoltaics (PV) is presented. To generate a "responsible" initiative, the research question has been designed collectively from the beginning, involving diverse actors in order to encourage creativity while addressing their interests and concerns. The result has been called Generation Solar. It aims at co-creating an open database of PV installations including their technical characteristics, and an online map for visualizing them. The initiative responds to a clear scientific demand; an important drawback for researchers working on energy modelling and predictions of production lays precisely in the lack of information about these installations' locations and characteristics. The initiative invites citizens, companies and public institutions with a PV installation to collaborate by providing such data. Data will follow the format of Open Power System Data in order to be fully exploitable by the scientific community and society. The success of the initiative will rely on the capacity to mobilize citizens and register the largest possible number of installations worldwide.
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Project description:Background and objectivesSince the launch of Dublin City University's Age-Friendly University (AFU) Initiative in 2012, relatively little empirical research has been published on its feasibility or implementation by institutions of higher learning. This article describes how collaborative citizen science-a research method where professional researchers and community members work together across multiple stages of the research process (e.g., data collection, analysis, and/or knowledge mobilization) to investigate an issue-was used to identify barriers and supports to university age-friendliness at the University of Manitoba (UofM) in Canada.Research design and methodsTen citizen scientists each completed 1 data collection walk around the UofM campus and used a tablet application to document AFU barriers and supports via photographs and accompanying audio commentaries. The citizen scientists and university researchers then worked together in 2 analysis sessions to identify AFU priority areas and brainstorm recommendations for institutional change. These were then presented to a group of interested university stakeholders.ResultsThe citizen scientists collected 157 photos documenting AFU barriers and supports on campus. Accessibility, signage, and transportation were identified as being the most pressing issues for the university to address to improve overall age-friendliness.Discussion and implicationsWe suggest that academic institutions looking to complete assessments of their age-friendliness, particularly those exploring physical barriers and supports, could benefit from incorporating older citizen scientists into the process of collecting, analyzing, and mobilizing findings.
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Project description:The present study investigates the impact of explicit, reflective Nature of Science instruction on students' evolution acceptance, understanding of evolution as a theory, and understanding of Nature of Science in an introductory biology course. Results revealed similar improvement in evolution acceptance in both the treatment and control groups, but also that Nature of Science instruction had disproportionately large impacts on evolution acceptance for women and individuals who already had high acceptance. We also found evidence of relationships between understanding and acceptance of evolution and Nature of Science understanding, particularly the creativity aspect of Nature of Science. Together, these results suggest that targeted Nature of Science instruction can have differential impacts on students with particular characteristics, such as women and individuals with high acceptance, but also point to the need to consider additional interventions that can reach men and individuals with low acceptance.
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Project description:Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science. We evaluated a series of metacognitive homework assignments ("Scientist Spotlights") that featured counterstereotypical examples of scientists in an introductory biology class at a diverse community college. Scientist Spotlights additionally served as tools for content coverage, as scientists were selected to match topics covered each week. We analyzed beginning- and end-of-course essays completed by students during each of five courses with Scientist Spotlights and two courses with equivalent homework assignments that lacked connections to the stories of diverse scientists. Students completing Scientist Spotlights shifted toward counterstereotypical descriptions of scientists and conveyed an enhanced ability to personally relate to scientists following the intervention. Longitudinal data suggested these shifts were maintained 6 months after the completion of the course. Analyses further uncovered correlations between these shifts, interest in science, and course grades. As Scientist Spotlights require very little class time and complement existing curricula, they represent a promising tool for enhancing science identity, shifting stereotypes, and connecting content to issues of equity and diversity in a broad range of STEM classrooms.
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Project description:The coronavirus disease of 2019 (COVID-19) pandemic has impacted educational systems worldwide during 2020, including primary and secondary schooling. To enable students of a local secondary school in Brisbane, Queensland, to continue with their practical agricultural science learning and facilitate online learning, a "Grass Gazers" citizen science scoping project was designed and rapidly implemented as a collaboration between the school and a multidisciplinary university research group focused on pollen allergy. Here, we reflect on the process of developing and implementing this project from the perspective of the school and the university. A learning package including modules on pollen identification, tracking grass species, measuring field greenness, using a citizen science data entry platform, forensic palynology, as well as video guides, risk assessment and feedback forms were generated. Junior agriculture science students participated in the learning via online lessons and independent data collection in their own local neighborhood and/or school grounds situated within urban environments. The university research group and school coordinator, operating in their own distributed work environments, had to develop, source, adopt, and/or adapt material rapidly to meet the unique requirements of the project. The experience allowed two-way knowledge exchange between the secondary and tertiary education sectors. Participating students were introduced to real-world research and were able to engage in outdoor learning during a time when online, indoor, desk-based learning dominated their studies. The unique context of restrictions imposed by the social isolation policies, as well as government Public Health and Department of Education directives, allowed the team to respond by adapting teaching and research activity to develop and trial learning modules and citizen science tools. The project provided a focus to motivate and connect teachers, academic staff, and school students during a difficult circumstance. Extension of this citizen project for the purposes of research and secondary school learning has the potential to offer ongoing benefits for grassland ecology data acquisition and student exposure to real-world science.
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Project description:The traditional approach to teaching neuroscience often involves presenting a topic like one might present a "murder mystery"; evidence is presented serially until the final answer is revealed. Although this approach mirrors the scientific discovery process, it is not always effective at engaging students, particularly those who are less familiar with the scientific concepts being presented as evidence. By the time the answer arrives, students may be too overwhelmed to absorb it. One way to combat this is to reverse the order of presentation. By starting with the final condition and working backwards through the underlying neuroscientific concepts, students have a relatable framework in which to couch the scientific detail necessary to understand neural phenomena. It was with this approach in mind that the course, "Fundamental Neuroscience: Understanding Ourselves" was designed. Taught for the past seven years at the University of Minnesota, the course uses the best-selling book The Brain That Changes Itself by Norman Doidge in lieu of a traditional textbook. Each chapter focuses on a case study of a particular neuropsychological problem or, in some cases, the work of a particular neuroscientist. This material is then used as a launching point to delve deeper into the neurobiological mechanisms underlying the particular disorder. In our experience, the result is that students from a wide variety of academic backgrounds are able to engage with the material throughout the entire lesson and apply their new knowledge broadly across the discipline of Neuroscience. This article aims to provide an in-depth presentation of the course, including potential challenges of working with a pop-science text. Further, we extend our discussion to a newly-developed companion course using non-traditional texts and how these courses fit into a Neuroscience minor.
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Project description:Facilitating mutually-beneficial educational activities between researchers and school students is an increasingly popular way for research institutes to engage with communities who host health research, but these activities have rarely been formally examined as a community or public engagement approach in health research. The KEMRI-Wellcome Trust Research Programme (KWTRP) in Kilifi, Kenya, through a Participatory Action Research (PAR) approach involving students, teachers, researchers and education stakeholders, has incorporated 'school engagement' as a key component into their community engagement (CE) strategy. School engagement activities at KWTRP aim at strengthening the ethical practice of the institution in two ways: through promoting an interest in science and research among school students as a form of benefit-sharing; and through creating forums for dialogue aimed at promoting mutual understanding between researchers and school students. In this article, we provide a background of CE in Kilifi and describe the diverse ways in which health researchers have engaged with communities and schools in different parts of the world. We then describe the way in which the KWTRP school engagement programme (SEP) was developed and scaled-up. We conclude with a discussion about the challenges, benefits and lessons learnt from the SEP implementation and scale-up in Kilifi, which can inform the establishment of SEPs in other settings.
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