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Learning and the transformative potential of citizen science.

Györgyi Bela1, Taru Peltola2,3, Juliette C Young4

  • 1Environmental Social Science Research Group, H-1024 Rómer Flóris Street 38, Budapest, H-1024, Hungary. bela.gyorgyi@essrg.hu.

Conservation Biology : the Journal of the Society for Conservation Biology
|May 18, 2016
PubMed
Summary

Citizen science (CS) shows transformative potential for individual learning but often lacks organizational impact. Empirical evidence for CS

Keywords:
aprendizaje transformadorbiodiversidadbiodiversitycollaborative assessmentinteraccionesparticipaciónparticipationpolítica ciencia-sociedadscience-society-policy interactionstransformative learningvaloración colaborativa

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Area of Science:

  • Environmental science
  • Social science
  • Conservation biology

Background:

  • Citizen science (CS) initiatives are increasing across research fields.
  • CS is popular in policy for its promise of societal transformation and scientific breakthroughs.
  • Environmental CS is increasingly used as a conservation tool, highlighting the importance of social learning.

Purpose of the Study:

  • To examine the transformative capacity of citizen science, particularly in environmental conservation learning.
  • To review the literature on CS and social learning.
  • To analyze learning arrangements and outcomes in European conservation projects involving CS.

Main Methods:

  • Literature review of citizen science and social learning.
  • Examination of 14 collaborative European conservation projects.
  • Development of a template to analyze learning events, materials, and outcomes in CS projects.

Main Results:

  • Definitions of CS often lack conceptual clarity.
  • CS programs show potential for individual skill development, but transformation at organizational/institutional levels is not guaranteed.
  • Empirical evidence for transformative effects of CS learning is limited and often based on assumptions rather than observation.
  • Learning in CS is valued but frequently unreported or unevaluated.

Conclusions:

  • Citizen science offers potential for individual learning and skill development.
  • There is a need for robust, transparent measurement of CS's transformative effects.
  • Improved evaluation is crucial for democratizing knowledge production through citizen science.