Abstract:

Science learning and Education for Sustainable Development require a transformation of traditional teaching methods towards more student-centred teaching methods that promote values and critical thinking. This study explores the role of citizen science (CS) as an educational tool that could contribute to such a change. The United Nations has recognized the role that CS can play in achieving Sustainable Development Goal 4 in quality education, and different authors claim that through participation in CS activities, students acquire new learning and skills, and a deeper understanding of scientific work in an engaging way. Moreover, different studies have shown that participating in CS activities is an excellent way to increase scientific knowledge and literacy, and can contribute to a commitment to environmental conservation.

In this study, we present a curriculum oriented CS-based intervention with 17 first-year secondary school students in the Basque Country (northern Spain). The starting point was a CS initiative that challenged schools to sample school ponds in order to identify the species of mosquitoes that live in them and their changes throughout the year. However, from a pedagogical point of view, that CS initiative lacked alignment of objectives and activities with curricular standards. This is a common limitation for the inclusion of CS activities in schools. So, in order to give a curricular context to the CS project researchers from the Aranzadi Science Society and NEIKER Research and Development Center, and teachers from the Faculties of Education of the University of the Basque Country (UPV/EHU), worked together to design a curriculum oriented CS-based intervention focusing on the learning goals to be attained, while maintaining scientific rigor. In addition, an evaluation method, with quasi-experimental design (Pre-test- Post-test), to evaluate the learning outcomes (cognitive, procedural, behavioral and attitudinal) was designed.

The results have shown an improvement in the knowledge about mosquitoes (eg. students acknowledge the role of mosquitoes in food webs and their role as pollinators after the intervention), and changes towards a more positive attitude towards the conservation of mosquitoes after the intervention. These results reinforce the evidence that the inclusion of CS in the curriculum can contribute to science learning and a more pro-environmental attitude.

Keywords:

Citizen science, learning outcomes, curriculum, evaluation.