ERG SES H 05, Science and Education
In the modern World, manufactured technology and society is our new nature to understand, convert and investigate new things to make better our life and future. That’s why we need to make more connection between real World and school education. Moreover “the important part of learning in science is to link contrived classroom activities to events in the real world” (King & Ritchie, 2016) and therefore, students can be familiar around their World.
By the rapid change on the science and technology, it was recognised that only a few U.S. workers have enough background to use the technology. The Committee of Conceptual Framework for New K-12 Science Education Standards in the USA was deployed for determining the needs of science education to develop the citizen’s personal and civic decision making ability about the nation’s future (Commitee, 2012, p.x). The committee focused on the three dimensions which are the scientific and engineering practices, the crosscutting concepts and the core ideas to support the students’ meaningful learning in science and engineering (Commitee, 2012, p.2) that are important for the aim of “all students should know in preparation for their roles as citizens” (Commitee, 2012. p.10) in our scientifically complex and technology rich society. In the recommendation part of the Next Generation Framework (Committee, 2012, p.298), the committee focuses on the developing a scientifically literate citizen as an urgent topic (Totz, 2016, p.67). Citizen Science term describes “an approach where scientific insight is gained by individuals who do not work professionally in the relevant scientific field” by the help of the scientist or without any professional support (Bonn, 2016, p.6). Citizen science is a tool that connects the public to the scientific community with the goal of expanding scientific knowledge and literacy (Bonney et al., 2009). It also provides the opportunities for scientist to get help from the public by actively collecting data towards real scientific investigations. Citizen science programs use diverse techniques to engage citizens in science and monitoring and balance a variety of goals (Dickinson et al., 2010). Previous studies on citizen science focuses on assessing the reliability, validity, and applications of volunteer-collected data (Gardiner et al., 2012). Less is known about educational outcomes of citizen science.
Citizen Science Project can include different types of science activity such as short-time collection data from field or online by citizens who are not scientist and attending argumentations initiated by civil society for decision making procedure of any social or environmental problem (Bonn, 2016, p.6). Citizen science activities can be also expanded into the science classrooms included K-12 education (Collins, 2014; Totz, 2016). The aim of the present study to provide a content analysis of citizen science research related with science curriculum and school practice. Therefore, the results of the study will have implications for science education and future research on citizen science.
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