![Types of Citizen Science
Contributory
Level 2 UG taught modules
Environmental science
ITE UG and PG
Volunteers
Collaborative / Co-creative / Collegial
Volunteers
Final year dissertation students
More in-depth ecological studies
eDNA
Enhancing Fieldwork Learning Showcase: Reading 2019
• Participation of non-scientists in data gathering
• Engagement of non-scientists in policy issues
• Engagement of research scientists in policy process
[Lewenstein, 2004]](https://image.slidesharecdn.com/eflreading2019llpresentation1-190916150426/85/Longitudinal-fieldwork-based-research-projects-4-320.jpg)
![‘Mobile’ Technology
DO
pH
Temperature [ambient and water]
Mobile Spectrophotometer
Chemical analysis
Conductivity
Turbidity
Enhancing Fieldwork Learning Showcase: Reading 2019
… but what did
it tell us?](https://image.slidesharecdn.com/eflreading2019llpresentation1-190916150426/85/Longitudinal-fieldwork-based-research-projects-6-320.jpg)
![Quality of Evidence
Identify the issues arising from a Citizen
Science approach
Validity of the process
Control the procedure
Reliability of the data
Increase the number of samples [?]
Take photos!
Use of online keys
Triangulate the data
Biotic vs Abiotic
Meter readings
Enhancing Fieldwork Learning Showcase: Reading 2019](https://image.slidesharecdn.com/eflreading2019llpresentation1-190916150426/85/Longitudinal-fieldwork-based-research-projects-8-320.jpg)
Longitudinal fieldwork-based research projects
- 1. The student as researcher in a longitudinal fieldwork-based research project Dr. Liz Lakin University of Dundee Enhancing Fieldwork Learning Showcase: Reading 2019
- 2. Presentation outline Aims of the research, within the research Location Explore and identify the approach undertaken And the nature of the study Pedagogic enhancement Operating in the field Quality of Evidence Outdoor Learning Enhancing Fieldwork Learning Showcase: Reading 2019
- 3. University of Dundee Botanic Garden Enhancing Fieldwork Learning Showcase: Reading 2019
- 4. Types of Citizen Science Contributory Level 2 UG taught modules Environmental science ITE UG and PG Volunteers Collaborative / Co-creative / Collegial Volunteers Final year dissertation students More in-depth ecological studies eDNA Enhancing Fieldwork Learning Showcase: Reading 2019 • Participation of non-scientists in data gathering • Engagement of non-scientists in policy issues • Engagement of research scientists in policy process [Lewenstein, 2004]
- 5. Long-term ‘citizen science-style’ research project 1 2 3 4 • Carry out a small-scale ecological assessment of the two ponds and the river system in the garden • To develop and practice basic environmental data collection techniques. • To formulate recommendations of how to return the ponds to a natural habitat Enhancing Fieldwork Learning Showcase: Reading 2019
- 6. ‘Mobile’ Technology DO pH Temperature [ambient and water] Mobile Spectrophotometer Chemical analysis Conductivity Turbidity Enhancing Fieldwork Learning Showcase: Reading 2019 … but what did it tell us?
- 7. Operating in the Field Learning about the subject How ecosystems function How to use the equipment and why? Health and safety outdoors Students as learners Students as potential teachers Findings and Data analysis Oh … and contributing to a long-term research project Enhancing Fieldwork Learning Showcase: Reading 2019
- 8. Quality of Evidence Identify the issues arising from a Citizen Science approach Validity of the process Control the procedure Reliability of the data Increase the number of samples [?] Take photos! Use of online keys Triangulate the data Biotic vs Abiotic Meter readings Enhancing Fieldwork Learning Showcase: Reading 2019
- 9. Outdoor Learning Outdoor Learning, and ‘Nature connectiveness’ Perceived benefits: attitudinal changes, empathy for the environment and personal well being. ‘Ontological ‘merry-go-round’ ‘science’ becomes the context Enhancing Fieldwork Learning Showcase: Reading 2019 ‘… primarily a means of achieving greater membership in the social world that helps constitute the body politic … ‘ (Lewenstein, 2004)
- 10. … take home message … Why? … are we doing this field work? Who? … are we doing it for? What? … do we want to achieve? How? … are we going to do that? Where? … where we going to go? Enhancing Fieldwork Learning Showcase: Reading 2019
- 11. References Department for Education and Skills, (2006), Learning outside the classroom - Manifesto, accessed http://www.lotc.org.uk/wp-content/uploads/2011/03/G1.-LOtC-Manifesto.pdf May 2018 Education Scotland, (n.d.), Outdoor Learning: Practical guidance, ideas and support for teachers and practitioners in Scotland accessed 15 May 2018 https://education.gov.scot/improvement/documents/hwb24-ol-support.pdf Higgins, P. & Nicol, R. (2013). Outdoor Education. In T. Bryce & W. Humes, D. Gillies and A. Kennedy (Eds.), Scottish education - fourth edition (pp.620-627). Edinburgh: Edinburgh University Press. Kals, E., Schumacher, D., & Montada, L. (1999). Emotional affinity toward nature as a motivational basis to protect nature. Environment and Behavior, 31, 178-202. doi:10.1177/00139169921972056 Liefländer, A. K., Fröhlich, G., Bogner, F. X., & Schultz, P. W. (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3), 370-384. Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779 Zylstra, M. J., Knight, A. T., Esler, K. J., & Le Grange, L. L. (2014). Connectedness as a core conservation concern: An interdisciplinary review of theory and a call for practice. Springer Science Reviews, 2(1-2), 119-143. Enhancing Fieldwork Learning Showcase: Reading 2019