Citizen science in schools: Engaging students in research on urban habitat for pollinators

Manu E Saunders,William L Geary,Charlotte Herron,Holly R Reeves,Ariana Wang,Jordan M Gardner,Max M Couttie,Amy L Ritchie,Madeline Kunstler,Emily I Sutton,Chiquita C Webber,Jade Lin,Kalani B Drews,Erin Roger,Dustin J Welbourne,Angela T Moles,Mayling Paton,Jake B Hildebrand,Lachlan W J Martin,Isabella A Blackney,Bella A Winch,Emily Canavan,Eiron C Mclennan,Tallulah Simpson,Leigham D Berns,Sunny Salt,Natasha Ludlow,Jack B Sutton,Justine A Forsyth,Alex Bako,Francesca Herro,Charli G Butler,Deborah M Keating,Floret L Meredith ,Hayley J Dawson ,Olivia Y Hung ,N.e Zimmerman

doi:10.1111/aec.12608

Abstract

AbstractCitizen science can play an important role in school science education. Citizen science is particularly relevant to addressing current societal environmental sustainability challenges, as it engages the students directly with environmental science and gives students an understanding of the scientific process. In addition, it allows students to observe local representations of global challenges. Here, we report a citizen science programme designed to engage school‐age children in real‐world scientific research. The programme used standardized methods deployed across multiple schools through scientist–school partnerships to engage students with an important conservation problem: habitat for pollinator insects in urban environments. Citizen science programmes such as the programme presented here can be used to enhance scientific literacy and skills. Provided key challenges to maintain data quality are met, this approach is a powerful way to contribute valuable citizen science data for understudied, but ecologically important study systems, particularly in urban environments across broad geographical areas.

Highlights

Citizen science is gaining in popularity, and a large body of research demonstrates its applicability and role in advancing scientific knowledge (Bonney et al 2014; Kobori et al 2016)
Link between citizen science and environmental education was made by Wals et al (2014) as a way to help address current environmental sustainability challenges by engaging the public in environmental science, and as a tool to increase science capital by providing individuals with a new way of learning and collaborating with science
Forest habitats were intermediate in the number of pollinators trapped, and the number of pollinators in forest habitats was not significantly different to grasslands, gardens or paved areas

Summary

Introduction

Citizen science is gaining in popularity, and a large body of research demonstrates its applicability and role in advancing scientific knowledge (Bonney et al 2014; Kobori et al 2016). Three factors have been attributed to the growth of citizen science over the past decade: (i) available technical tools for disseminating information and gathering data Opening access to scientific research through formal education increases opportunities to improve interest and knowledge of young people in science, and to increase student engagement with STEM (science, technology, engineering and mathematics) subjects (Bonney et al 2009; Wals et al 2014; OECD 2015; Paige et al 2016). The research process should be at the forefront of activities, to ensure students appreciate they are contributing to ‘real’ science and scientific understanding (Bonney et al 2009; Paige et al 2016; Steinke et al 2017)

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Discussion

Conclusion