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Be(e) Engaged! How Students Benefit from an Educational Citizen Science Project on Biodiversity in Their Biology Classes

Author

Listed:
  • Laura Christ

    (Department of Biology Education, Institute of Organismic and Molecular Evolution (iomE), Johannes Gutenberg University Mainz, D-55128 Mainz, Germany)

  • Marie Hahn

    (Department of Biology Education, Institute of Organismic and Molecular Evolution (iomE), Johannes Gutenberg University Mainz, D-55128 Mainz, Germany)

  • Anne-Kathrin Sieg

    (Department of Biology Education, Institute of Organismic and Molecular Evolution (iomE), Johannes Gutenberg University Mainz, D-55128 Mainz, Germany)

  • Daniel C. Dreesmann

    (Department of Biology Education, Institute of Organismic and Molecular Evolution (iomE), Johannes Gutenberg University Mainz, D-55128 Mainz, Germany)

Abstract

Citizen Science initiatives and their underlying concepts play an increasingly important role in getting the public interested in science and current scientific topics—one more reason to include Citizen Science in the school context. We develop a teaching concept with the aim of raising students’ awareness of the importance of wild-bee biodiversity by involving them in scientific investigations. By addressing the issue, we hope to change student’s attitudes towards wild bees as represented by common native bumblebees and encourage them to participate in pro-environmental behavior (PEB). A total sample size of 437 German high-school students from grades five to seven participated in the project. We examine students’ knowledge about bumblebees and insect decline, students’ attitude toward wild bees, and their PEB intentions before and after the project. Learning enjoyment is also measured in the post-test. Our results show that students’ knowledge increases and they positively change their attitudes toward wild bees by participating in a Citizen Science project. Furthermore, we show that although knowledge and attitude significantly correlate with PEB intentions, no strong difference between pre- and post-tests can be observed.

Suggested Citation

  • Laura Christ & Marie Hahn & Anne-Kathrin Sieg & Daniel C. Dreesmann, 2022. "Be(e) Engaged! How Students Benefit from an Educational Citizen Science Project on Biodiversity in Their Biology Classes," Sustainability, MDPI, vol. 14(21), pages 1-15, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:21:p:14524-:d:963805
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    References listed on IDEAS

    as
    1. Maria Peter & Tim Diekötter & Kerstin Kremer, 2019. "Participant Outcomes of Biodiversity Citizen Science Projects: A Systematic Literature Review," Sustainability, MDPI, vol. 11(10), pages 1-18, May.
    2. Anne-Kathrin Sieg & Daniel Dreesmann, 2021. "Promoting Pro-Environmental BEEhavior in School. Factors Leading to Eco-Friendly Student Action," Sustainability, MDPI, vol. 13(12), pages 1-17, June.
    3. Laura Christ & Daniel C. Dreesmann, 2022. "SAD but True: Species Awareness Disparity in Bees Is a Result of Bee-Less Biology Lessons in Germany," Sustainability, MDPI, vol. 14(5), pages 1-15, February.
    4. Wessel Ganzevoort & Riyan J. G. van den Born, 2021. "Counting Bees: Learning Outcomes from Participation in the Dutch National Bee Survey," Sustainability, MDPI, vol. 13(9), pages 1-17, April.
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