Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/32179
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Citizen Science, Education, and Learning: Challenges and Opportunities
Author(s): Roche, Joseph
Bell, Laura
Galvão, Cecilia
Golumbic, Yaela N
Kloetzer, Laure
Knoben, Nieke
Laakso, Mari
Lorke, Julia
Mannion, Greg
Massetti, Luciano
Mauchline, Alice
Pata, Kai
Ruck, Andy
Taraba, Pavel
Winter, Silvia
Keywords: learning environments
teachers
ontology and epistemology
activism
science communication
public engagement
Issue Date: 2020
Date Deposited: 18-Jan-2021
Citation: Roche J, Bell L, Galvão C, Golumbic YN, Kloetzer L, Knoben N, Laakso M, Lorke J, Mannion G, Massetti L, Mauchline A, Pata K, Ruck A, Taraba P & Winter S (2020) Citizen Science, Education, and Learning: Challenges and Opportunities. Frontiers in Sociology, 5, Art. No.: 613814. https://doi.org/10.3389/fsoc.2020.613814
Abstract: Citizen science is a growing field of research and practice, generating new knowledge and understanding through the collaboration of citizens in scientific research. As the field expands, it is becoming increasingly important to consider its potential to foster education and learning opportunities. Although progress has been made to support learning in citizen science projects, as well as to facilitate citizen science in formal and informal learning environments, challenges still arise. This paper identifies a number of dilemmas facing the field—from competing scientific goals and learning outcomes, differing underlying ontologies and epistemologies, diverging communication strategies, to clashing values around advocacy and activism. Although such challenges can become barriers to the successful integration of citizen science into mainstream education systems, they also serve as signposts for possible synergies and opportunities. One of the key emerging recommendations is to align educational learning outcomes with citizen science project goals at the planning stage of the project using co-creation approaches to ensure issues of accessibility and inclusivity are paramount throughout the design and implementation of every project. Only then can citizen science realise its true potential to empower citizens to take ownership of their own science education and learning.
DOI Link: 10.3389/fsoc.2020.613814
Rights: © 2020 Roche, Bell, Galvão, Golumbic, Kloetzer, Knoben, Laakso, Lorke, Mannion, Massetti, Mauchline, Pata, Ruck, Taraba and Winter. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Licence URL(s): http://creativecommons.org/licenses/by/4.0/

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