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

Measuring Plant Attractiveness to Pollinators: Methods and Considerations

Global pollinator declines have fostered increased public interest in creating pollinator-friendly gardens in human-managed landscapes. Indeed, studies on urban pollinator communities suggest that flower-rich greenspaces can serve as promising sites for conservation. Ornamental flowers, which are readily available at most commercial garden centers, are ubiquitous in these landscapes. These varieties are often non-native and highly bred, and their utility to pollinators is complex. In this study, we used observational data and citizen science to develop a methods framework that will assist stakeholders in the floriculture industry to incorporate metrics of pollinator health into existing breeding and evaluation protocols. The results of this study support how plant attractiveness to pollinators is often dependent on variables such as climate and plant phenology, which should be considered when developing an assessment tool. Furthermore, we found that some cultivars were consistently attractive across all observations while for other cultivars, pollinator visitation was apparently conditional. We determine using multiple statistical tests that 10 min is a sufficient length of time for observation of most plant types to broadly estimate three measures of plant attractiveness: visitor abundance, primary visitors attracted, and cultivar rank attractiveness, without sacrificing efficiency or accuracy. Additionally, we demonstrate that properly trained non-expert observers can collect accurate observational data, and our results suggest that protocols may be designed to maximize consistency across diverse data collectors.

Citizen science in cities: an overview of projects focused on urban Australia

Citizen science offers a unique opportunity to connect urban-dwellers with the often hidden natural world upon their doorsteps and to contribute to authentic research that increases knowledge of urban ecology and biodiversity. With the majority of Australia’s population residing in large cities, this diverse potential pool of participants in science creates a significant opportunity to increase the spatial and temporal scale of research. Herein, we provide an overview of Australian urban citizen science projects based on an analysis of the projects listed in the Australian Citizen Science Association’s Citizen Science Project Finder. We draw out key features (such as those with research questions specific to cities such as reintroduction and persistence of species in urban environments) from urban citizen science projects that make them suitable for the urban environment and use these features to suggest recommendations for further expansion and development of this important subset of projects. We conclude that the number and diversity of urban citizen science projects is relatively low in Australia, and advocate for an increase in initiatives that can tap into a large pool of potential participants for the benefit of science and society.

Beewatching: A Project for Monitoring Bees through Photos

Bees play a key role in natural and agro-ecosystems and their diversity is worldwide threatened by anthropogenic causes. Despite this, there is little awareness of the existence of the numerous species of wild bees, and the common name "bee" is very often exclusively associated with Apis mellifera. Our aim was to create a citizen science project in Italy with the following objectives: (a) raising awareness of the importance and diversity of bees, (b) obtaining data on the biology, ecology and distribution of Italian species, and (c) launching the monitoring of alien bees. The first step of the project was to create a website platform with a section containing informative datasheets of the wild bee families and of the most common bee genera present in Italy, a form to send reports of observed bees and an interactive map with all citizen's reports. During the 2 years of the project 1086 reports were sent by 269 users, with 38 Apoidea genera reported on 190 plant genera; furthermore, 22 reports regarding the alien species Megachile sculpturalis arrived. The majority of bees (34 genera) were observed on spontaneous plants, including 115 genera native to Italy. Considering the increasing number of reports and data obtained in these first two years of the project, our objectives seem to be achieved. Future steps will be to outline the profile of beewatchers, to plan activities in a more targeted way, and also to start some sub-projects for conservation purposes.

Grass Gazers: Using citizen science as a tool to facilitate practical and online science learning for secondary school students during the COVID-19 lockdown

The coronavirus disease of 2019 (COVID-19) pandemic has impacted educational systems worldwide during 2020, including primary and secondary schooling. To enable students of a local secondary school in Brisbane, Queensland, to continue with their practical agricultural science learning and facilitate online learning, a "Grass Gazers" citizen science scoping project was designed and rapidly implemented as a collaboration between the school and a multidisciplinary university research group focused on pollen allergy. Here, we reflect on the process of developing and implementing this project from the perspective of the school and the university. A learning package including modules on pollen identification, tracking grass species, measuring field greenness, using a citizen science data entry platform, forensic palynology, as well as video guides, risk assessment and feedback forms were generated. Junior agriculture science students participated in the learning via online lessons and independent data collection in their own local neighborhood and/or school grounds situated within urban environments. The university research group and school coordinator, operating in their own distributed work environments, had to develop, source, adopt, and/or adapt material rapidly to meet the unique requirements of the project. The experience allowed two-way knowledge exchange between the secondary and tertiary education sectors. Participating students were introduced to real-world research and were able to engage in outdoor learning during a time when online, indoor, desk-based learning dominated their studies. The unique context of restrictions imposed by the social isolation policies, as well as government Public Health and Department of Education directives, allowed the team to respond by adapting teaching and research activity to develop and trial learning modules and citizen science tools. The project provided a focus to motivate and connect teachers, academic staff, and school students during a difficult circumstance. Extension of this citizen project for the purposes of research and secondary school learning has the potential to offer ongoing benefits for grassland ecology data acquisition and student exposure to real-world science.

Studying phenological phenomena in subarctic biomes with international school pupils as citizen scientists

Citizen science can facilitate in-depth learning for pupils and students, contribute to scientific research, and permit civic participation. Here, we describe the development of the transnational school-based citizen science project Phenology of the North Calotte. Its primary goal is to introduce pupils (age 12-15; grades 7-10) in northern Norway, Russia, and Finland to the local and global challenges of climate change resulting in life cycle changes at different trophic and ecosystem levels in their backyards. Partnerships between regional scientists and staff from NIBIO Svanhovd, State nature reserves, national parks, and teachers and pupils from regional schools aim to engage pupils in project-based learning. The project uses standardized protocols, translated into the different languages of participating schools. The phenological observations are centered around documenting clearly defined life cycle phases (e.g., first appearance of species, flowering, ripening, leaf yellowing, snow fall, and melt). The observations are collected either on paper and are subsequently submitted manually to an open-source online database or submitted directly via a newly developed mobile app. In the long term, the database is anticipated to contribute to research studying changes in phenology at different trophic levels. In principle, guided school-based citizen science projects have the potential to contribute to increased environmental awareness and education and thereby to transformative learning at the societal level while contributing to scientific progress of understudied biomes, like the northern taiga and (sub)arctic tundra. However, differences in school systems and funding insecurity for some schools have been major prohibiting factors for long-term retention of pupils/schools in the program. Project-based and multidisciplinary learning, although pedagogically desired, has been partially difficult to implement in participating schools, pointing to the need of structural changes in national school curricula and funding schemes as well as continuous offers for training and networking for teachers.

Citizen Science as Part of the Primary School Curriculum: A Case Study of a Technical Day on the Topic of Noise and Health

In this paper, we summarise lessons learned conducting citizen science (CS) activities within the CitieS-Health H2020 project on the topic of noise exposure and health at a primary school in Ljubljana, Slovenia. Activities were organised in the form of a School Tech-Day Event (STDE) as part of the school’s curriculum involving second-grade pupils, ages 7–8. The STDE was aligned with the project’s methodological framework, which is based on co-creation and co-design principles. To this end, the pupils initially were involved in identifying noise-related issues and translation of selected topics into research questions. Next, together with mentors, they participated in the process of hypothesis formulation and the designing of data collection protocols. Finally, they participated in three focussed noise measurement experiments, as well as data analysis and presentation. We report and critically evaluate the whole chain of activities, focussing on the participant dimension using selected components of the citizen science evaluation framework. The event was very well-received by both pupils and teachers, and their active participation and hands-on experience with scientific processes contributed to their improved scientific literacy. Overall, the demonstrated concept of CS activities has great potential for ongoing inclusion in the school curriculum in its current format, or else adjusted according to specifics from other science and technology fields.

Opportunities and threats for pollinator conservation in global towns and cities

Urban expansion is considered to be one of the main threats to global biodiversity yet some pollinator groups, particularly bees, can do well in urban areas. Recent studies indicate that both local and landscape-level drivers can influence urban pollinator communities, with local floral resources and the amount of impervious cover in the landscape affecting pollinator abundance, richness and community composition. Urban intensification, chemicals, climate change and increased honey bee colony densities all negatively affect urban pollinators. Maintaining good areas of habitat for pollinators, such as those found in allotments (community gardens) and domestic gardens, and improving management approaches in urban greenspace and highly urbanised areas (e.g. by increasing floral resources and nesting sites) will benefit pollinator conservation. Opportunities for pollinator conservation exist via multiple stakeholders including policymakers, urban residents, urban planners and landscape architects.

Citizen Science, Education, and Learning: Challenges and Opportunities

Citizen 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.

Developing a taxonomy of citizen science projects in primary school

Purpose

Educational institutions are facing a growing number of challenges, which impair their ability to provide high quality and effective educational services. The involvement of pupils in co-creating learning experiences is a fundamental ingredient of the recipe for increased educational quality. Inter alia, the implementation of citizen science initiatives at schools allows pupils to be active co-producers of educational services. The purpose of this paper to shed light on the attributes of citizen science projects targeted at pupils (aged between six and ten) attending primary schools, in order to identify their potential implications in terms of educational services’ quality improvement.

Design/methodology/approach

Secondary data were collected from the Scistarter® web platform. Projects addressed to primary schools and provided with specific classroom materials were taken into consideration (n=65). A qualitative, comparative and bird’s eye analysis was performed: first, looking at the role and the tasks assigned to pupils, the projects were grouped in four categories; second, the potential implications of citizen science on educational services’ quality were investigated.

Findings

Citizen science at school paves the way for pupils’ empowerment and for their direct involvement in the co-production of educational services. Moreover, it enhances the relationship between teachers and pupils, engaging them in a co-creating partnership intended at addressing real scientific issues at school. However, citizen science is still poorly integrated into conventional educational curricula in primary schools.

Practical implications

From a management point of view, citizen science is thought to contribute to the improvement of educational services’ quality, stimulating pupils to partner with their peers and with teachers for the purpose of knowledge co-production; in addition, it allows for the enrichment of educational activities in primary schools. From a policy perspective, citizen science at school harmonizes with the democratization of scientific knowledge.

Originality/value

This is one of the first research papers to demonstrate the potential implications of citizen science on educational services’ quality and effectiveness in primary schools.