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| title | chunk | source | category | tags | date_saved | instance |
|---|---|---|---|---|---|---|
| Citizen science | 6/19 | https://en.wikipedia.org/wiki/Citizen_science | reference | science, encyclopedia | 2026-05-05T04:12:57.708518+00:00 | kb-cron |
== Relations with education and academia == There have been studies published which examine the place of citizen science within education.(e.g.) Teaching aids can include books and activity or lesson plans.(e.g.). Some examples of studies are: From the Second International Handbook of Science Education, a chapter entitled: "Citizen Science, Ecojustice, and Science Education: Rethinking an Education from Nowhere", by Mueller and Tippins (2011), acknowledges in the abstract that: "There is an emerging emphasis in science education on engaging youth in citizen science." The authors also ask: "whether citizen science goes further with respect to citizen development." The abstract ends by stating that the "chapter takes account of the ways educators will collaborate with members of the community to effectively guide decisions, which offers promise for sharing a responsibility for democratizing science with others." From the journal Democracy and Education, an article entitled: "Lessons Learned from Citizen Science in the Classroom" by authors Gray, Nicosia and Jordan (GNJ; 2012) gives a response to a study by Mueller, Tippins and Bryan (MTB) called "The Future of Citizen Science". GNJ begins by stating in the abstract that "The Future of Citizen Science": "provides an important theoretical perspective about the future of democratized science and K12 education." But GRB state: "However, the authors (MTB) fail to adequately address the existing barriers and constraints to moving community-based science into the classroom." They end the abstract by arguing: "that the resource constraints of scientists, teachers, and students likely pose problems to moving true democratized science into the classroom." In 2014, a study was published called "Citizen Science and Lifelong Learning" by R. Edwards in the journal Studies in the Education of Adults. Edwards begins by writing in the abstract that citizen science projects have expanded over recent years and engaged citizen scientists and professionals in diverse ways. He continues: "Yet there has been little educational exploration of such projects to date." He describes that "there has been limited exploration of the educational backgrounds of adult contributors to citizen science". Edwards explains that citizen science contributors are referred to as volunteers, citizens or as amateurs. He ends the abstract: "The article will explore the nature and significance of these different characterisations and also suggest possibilities for further research." In the journal Microbiology and Biology Education a study was published by Shah and Martinez (2015) called "Current Approaches in Implementing Citizen Science in the Classroom". They begin by writing in the abstract that citizen science is a partnership between inexperienced amateurs and trained scientists. The authors continue: "With recent studies showing a weakening in scientific competency of American students, incorporating citizen science initiatives in the curriculum provides a means to address deficiencies". They argue that combining traditional and innovative methods can help provide a practical experience of science. The abstract ends: "Citizen science can be used to emphasize the recognition and use of systematic approaches to solve problems affecting the community." In November 2017, authors Mitchell, Triska and Liberatore published a study in PLOS One titled "Benefits and Challenges of Incorporating Citizen Science into University Education". The authors begin by stating in the abstract that citizen scientists contribute data with the expectation that it will be used. It reports that citizen science has been used for first year university students as a means to experience research. They continue: "Surveys of more than 1500 students showed that their environmental engagement increased significantly after participating in data collection and data analysis." However, only a third of students agreed that data collected by citizen scientists was reliable. A positive outcome of this was that the students were more careful of their own research. The abstract ends: "If true for citizen scientists in general, enabling participants as well as scientists to analyse data could enhance data quality, and so address a key constraint of broad-scale citizen science programs." Citizen science has also been described as challenging the "traditional hierarchies and structures of knowledge creation".