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dc.contributor.authorRoche, Joseph
dc.date.accessioned2021-05-21T09:20:50Z
dc.date.available2021-05-21T09:20:50Z
dc.date.issued2020
dc.date.submitted2020en
dc.identifier.citationRoche, J., Bell, L., Galvão, C., Golumbic, Y. N., Kloetzer, L., Knoben, N., Laakso, M., Lorke, J., Mannion, G., Massetti, L., Mauchline, A., Pata, K., Ruck, A., Taraba, P., & Winter, S., Citizen Science, Education, and Learning: Challenges and Opportunities, Frontiers in Sociology, 5, 613814, 2020, 1 - 10en
dc.identifier.issn2297-7775
dc.identifier.otherY
dc.identifier.urihttp://hdl.handle.net/2262/96411
dc.descriptionPUBLISHEDen
dc.description.abstractCitizen 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.en
dc.format.extent1en
dc.format.extent10en
dc.language.isoenen
dc.relation.ispartofseriesFrontiers in Sociology;
dc.relation.ispartofseries5;
dc.relation.ispartofseries613814;
dc.rightsNen
dc.subjectLearning environmentsen
dc.subjectTeachersen
dc.subjectOntology and epistemologyen
dc.subjectActivismen
dc.subjectScience communicationen
dc.subjectPublic engagementen
dc.titleCitizen Science, Education, and Learning: Challenges and Opportunitiesen
dc.typeJournal Articleen
dc.contributor.sponsorEuropean Union Framework Programme 7 (FP7)en
dc.type.supercollectionscholarly_publicationsen
dc.type.supercollectionrefereed_publicationsen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/rochej9
dc.identifier.rssinternalid230459
dc.identifier.doi10.3389/fsoc.2020.613814
dc.rights.ecaccessrightsopenAccess
dc.contributor.sponsorGrantNumber824580en
dc.subject.TCDThemeInclusive Societyen
dc.subject.TCDThemeSmart & Sustainable Planeten
dc.subject.TCDTagCitizen Scienceen
dc.subject.TCDTagInformal Science Educationen
dc.subject.TCDTagNon-formal Science Educationen
dc.subject.TCDTagPublic Engagementen
dc.subject.TCDTagPublic Engagement in Scienceen
dc.subject.TCDTagPublic Engagement with Scienceen
dc.subject.TCDTagSCIENCE COMMUNICATIONen
dc.subject.TCDTagScience Educationen
dc.subject.TCDTagScience and Societyen
dc.identifier.rssurihttps://www.frontiersin.org/articles/10.3389/fsoc.2020.613814
dc.identifier.orcid_id0000-0002-9981-1502
dc.status.accessibleNen


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