在iNaturalist中的年轻人:生物多样性监测的混合学习框架
Christothea Herodotou1, Nashwa Ismail2, Ana I Benavides Lahnstein3
1Institute of Educational Technology, The Open University, Milton Keynes, UK.
International journal of science education. Part B. Communication and public engagement
|May 31, 2024
概括
像iNaturalist这样的社区和公民科学 (CCS) 平台促进年轻人的学习,即使是那些对科学新手. 这项研究强调了如何设计这些计划,使其具有包容性和教育性.
科学领域:
- 环境科学 环境科学
- 公民科学 公民科学
- 科学教育科学教育教育.
背景情况:
- 社区和公民科学 (CCS) 通过真实的研究经验,为志愿者提供学习效益.
- 在线CCS平台的功能各不相同,从数据收集支持到允许志愿者主导的研究.
- 为各种志愿者,特别是年轻人和那些科学背景有限的人设计教育,包容和可访问的CCS计划仍然是一个挑战.
研究的目的:
- 调查年轻人如何通过参与在线社区和公民科学 (CCS) 学习.
- 确定像 iNaturalist 这样的平台上的不同参与方法如何促进或阻碍学习.
- 探索为年轻人设计有效和包容性的CCS计划.
主要方法:
- 与31名年轻参与者 (7-20岁) 进行了采访,他们使用了 iNaturalist 在线生物多样性监测平台.
- 该研究分析了在线和现场参与如何影响学习,并引用了环境科学局框架.
- 定性数据探讨了年轻人不同程度的先前科学参与的经验.
主要成果:
- iNaturalist平台成功地吸引了年轻人,包括那些以前科学经验有限的人.
- 参加iNaturalist促进了科学学习,特别是提高了科学能力和理解.
- 网上和现场活动都为年轻的公民科学家的学习体验做出了贡献.
结论:
- 在线CCS平台可以有效地吸引多元化的年轻学习者,并促进科学教育.
- 建议采用混合学习框架,以加强CCS中的生物多样性监测,使计划更具包容性和对年轻人的教育.
- 未来的CCS计划设计应考虑多种参与模式,以最大限度地提高所有志愿者的学习机会.
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