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Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education

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  • Miguel Ángel Queiruga-Dios

    (Department of Specific Didactics, Universidad de Burgos, 09001 Burgos, Spain
    These authors contributed equally to this work.)

  • Emilia López-Iñesta

    (Department Didactics of Mathematics, Universitat de València, 46022 València, Spain
    These authors contributed equally to this work.)

  • María Diez-Ojeda

    (Department of Specific Didactics, Universidad de Burgos, 09001 Burgos, Spain
    These authors contributed equally to this work.)

  • María Consuelo Sáiz-Manzanares

    (Department of Health Sciences, Universidad de Burgos, 09001 Burgos, Spain
    These authors contributed equally to this work.)

  • José Benito Vázquez Dorrío

    (Department of Applied Physics, Universidade de Vigo, 36310 Vigo, Spain
    These authors contributed equally to this work.)

Abstract

Curricular integration in formal teaching of citizen science can bring to the classroom aspects of scientific literacy that encourage the involvement of citizens. In particular, these include non-epistemic aspects related to the sociology of science (which are often not transferred to the classroom). Furthermore, this practice raises awareness among students, and encourages them to become participants in the attainment of the United Nations’ Sustainable Development Goals (SDGs). This article describes a proposal for the integration of a citizen science project into the secondary education curriculum that can be reproduced in any educational center. Eighty-three secondary school pupils (14–15 years old) took part in this research at a city-center school in Northern Spain. A questionnaire based on validated studies was created and used to analyze the changes in attitudes of pupils towards science and technology and their improvement in scientific literacy in terms of scientific processes and scientific situations. The results indicate a significant improvement in the attitudes towards science and technology among the participating learners, as well as a better understanding of scientific processes and situations. Likewise, the results reflect how the implementation of the citizen science project contributes to the SDGs.

Suggested Citation

  • Miguel Ángel Queiruga-Dios & Emilia López-Iñesta & María Diez-Ojeda & María Consuelo Sáiz-Manzanares & José Benito Vázquez Dorrío, 2020. "Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education," Sustainability, MDPI, vol. 12(10), pages 1-18, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:10:p:4283-:d:362097
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    Cited by:

    1. María Consuelo Sáiz-Manzanares & Raúl Marticorena-Sánchez & Natalia Muñoz-Rujas & Sandra Rodríguez-Arribas & María-Camino Escolar-Llamazares & Nuria Alonso-Santander & M. Ángeles Martínez-Martín & Elv, 2021. "Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective," Sustainability, MDPI, vol. 13(3), pages 1-21, January.
    2. Regina Grazuleviciene & Sandra Andrusaityte & Aurimas Rapalavicius, 2021. "Measuring the Outcomes of a Participatory Research Study: Findings from an Environmental Epidemiological Study in Kaunas City," Sustainability, MDPI, vol. 13(16), pages 1-15, August.
    3. David Kocman & Tjaša Števanec & Rok Novak & Natalija Kranjec, 2020. "Citizen Science as Part of the Primary School Curriculum: A Case Study of a Technical Day on the Topic of Noise and Health," Sustainability, MDPI, vol. 12(23), pages 1-15, December.
    4. Xaro Benavent & Esther de Ves & Anabel Forte & Carmen Botella-Mascarell & Emilia López-Iñesta & Silvia Rueda & Sandra Roger & Joaquin Perez & Cristina Portalés & Esther Dura & Daniel Garcia-Costa & Pa, 2020. "Girls4STEM: Gender Diversity in STEM for a Sustainable Future," Sustainability, MDPI, vol. 12(15), pages 1-17, July.
    5. Fashina Aladé & Alexis R. Lauricella & Yannik Kumar & Ellen Wartella, 2022. "Impact of Exposure to a Counter-Stereotypical STEM Television Program on Children’s Gender- and Race-Based STEM Occupational Schema," Sustainability, MDPI, vol. 14(9), pages 1-16, May.
    6. Fahimul Hoque & Ruhizan M. Yasin & Kamaruzzaman Sopian, 2022. "Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy," Sustainability, MDPI, vol. 14(14), pages 1-18, July.
    7. Michalis A. Vasiliades & Andreas Ch. Hadjichambis & Demetra Paraskeva-Hadjichambi & Anastasia Adamou & Yiannis Georgiou, 2021. "A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives," Sustainability, MDPI, vol. 13(13), pages 1-27, July.
    8. Robert Lepenies & Ibrahim Sidi Zakari, 2021. "Citizen Science for Transformative Air Quality Policy in Germany and Niger," Sustainability, MDPI, vol. 13(7), pages 1-21, April.
    9. Aldo Alvarez-Risco & Shyla Del-Aguila-Arcentales & Marc A. Rosen & Verónica García-Ibarra & Sandra Maycotte-Felkel & Gabriel Mauricio Martínez-Toro, 2021. "Expectations and Interests of University Students in COVID-19 Times about Sustainable Development Goals: Evidence from Colombia, Ecuador, Mexico, and Peru," Sustainability, MDPI, vol. 13(6), pages 1-19, March.
    10. Sheina Koffler & Celso Barbiéri & Natalia P. Ghilardi-Lopes & Jailson N. Leocadio & Bruno Albertini & Tiago M. Francoy & Antonio M. Saraiva, 2021. "A Buzz for Sustainability and Conservation: The Growing Potential of Citizen Science Studies on Bees," Sustainability, MDPI, vol. 13(2), pages 1-15, January.
    11. Stephen Parkinson & Sasha Marie Woods & James Sprinks & Luigi Ceccaroni, 2022. "A Practical Approach to Assessing the Impact of Citizen Science towards the Sustainable Development Goals," Sustainability, MDPI, vol. 14(8), pages 1-26, April.
    12. Yasutaka Ozaki & Rajib Shaw, 2022. "Citizens’ Social Participation to Implement Sustainable Development Goals (SDGs): A Literature Review," Sustainability, MDPI, vol. 14(21), pages 1-18, November.

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