Details
| Original language | English |
|---|---|
| Pages (from-to) | 75-92 |
| Number of pages | 18 |
| Journal | International Journal of Science Education, Part B: Communication and Public Engagement |
| Volume | 12 |
| Issue number | 1 |
| Early online date | 24 Feb 2022 |
| Publication status | Published - 15 Mar 2022 |
Abstract
Keywords
- citizen science, delphi, ecology education, scientific literacy
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Social Sciences(all)
- Communication
Sustainable Development Goals
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In: International Journal of Science Education, Part B: Communication and Public Engagement, Vol. 12, No. 1, 15.03.2022, p. 75-92.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Citizen science projects require agreement
T2 - a Delphi study to identify which knowledge on urban ecology is considered relevant from scientists’ and citizens’ perspectives
AU - Bruckermann, Till
AU - Stillfried, Milena
AU - Straka, Tanja M.
AU - Harms, Ute
N1 - Funding Information: This work was supported by the German Federal Ministry of Education and Research (BMBF) [grant numbers 01|O1725; 01|O1727]. The authors would like to thank all of the experts who participated in the WTimpact project and all of the members of the WTimpact consortium.
PY - 2022/3/15
Y1 - 2022/3/15
N2 - In citizen science (CS) projects, acquired knowledge about a specific topic is the most frequently acknowledged learning outcome. However, whether both citizens and scientists perceive the same knowledge to be relevant to citizens’ learning in such projects remains unknown. Thus, establishing coherence between citizens’ information needs and scientists’ intentions to inform as well as exploring the reasons for why some knowledge is more relevant from citizens’ and scientists’ perspectives could help to achieve agreement regarding what knowledge is relevant for learning outcomes on the side of the citizens. By using the Delphi technique, we accounted for scientists’ and citizens’ perspectives on the relevance of knowledge in three fields of research on urban ecology. In our Delphi study, an emerging consensus indicated an overlap in relevance among the experts. We then analyzed two dimensions of relevance, that is, to whom and for what the knowledge is relevant. Our analyses of the dimensions revealed that consensus was more likely when we accounted for content-related differences and structural differences such as the communicatory perspective. When we accounted for content-related differences, relevance was higher for problem-oriented knowledge; therefore, this should be the focus of CS projects that are designed to achieve learning outcomes.
AB - In citizen science (CS) projects, acquired knowledge about a specific topic is the most frequently acknowledged learning outcome. However, whether both citizens and scientists perceive the same knowledge to be relevant to citizens’ learning in such projects remains unknown. Thus, establishing coherence between citizens’ information needs and scientists’ intentions to inform as well as exploring the reasons for why some knowledge is more relevant from citizens’ and scientists’ perspectives could help to achieve agreement regarding what knowledge is relevant for learning outcomes on the side of the citizens. By using the Delphi technique, we accounted for scientists’ and citizens’ perspectives on the relevance of knowledge in three fields of research on urban ecology. In our Delphi study, an emerging consensus indicated an overlap in relevance among the experts. We then analyzed two dimensions of relevance, that is, to whom and for what the knowledge is relevant. Our analyses of the dimensions revealed that consensus was more likely when we accounted for content-related differences and structural differences such as the communicatory perspective. When we accounted for content-related differences, relevance was higher for problem-oriented knowledge; therefore, this should be the focus of CS projects that are designed to achieve learning outcomes.
KW - citizen science
KW - delphi
KW - ecology education
KW - scientific literacy
UR - http://www.scopus.com/inward/record.url?scp=85125949310&partnerID=8YFLogxK
U2 - 10.1080/21548455.2022.2028925
DO - 10.1080/21548455.2022.2028925
M3 - Article
VL - 12
SP - 75
EP - 92
JO - International Journal of Science Education, Part B: Communication and Public Engagement
JF - International Journal of Science Education, Part B: Communication and Public Engagement
SN - 2154-8455
IS - 1
ER -