- Convenors:
-
Elisabeth Schauermann
(OeAD - Austria’s Agency for Education and Internationalisation)
Georg Grasegger (Johann Radon Institute for Computational and Applied Mathematics (RICAM), Austrian Academy of Sciences)
Nina Nolte (Univeristy of Muenster)
Didone Frigerio (University of Vienna)
Taru Sandén (Austrian Agency for Health and Food Safety (AGES))
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- Format:
- Workshop
Short Abstract
The workshop explores how teacher education and training can support the integration of citizen science in the classroom. Participants will share experiences, reflect on key success factors, and identify future needs to strengthen citizen science activities in and with schools.
Description
Teacher training is essential for embedding citizen science sustainably in schools. This workshop will explore how educators can be empowered as citizen science facilitators, focusing on pre-service and in-service teacher training. It will start with examples from Austria and Germany of recent and established activities for (future) teachers to implement citizen science in the classroom.
Participants who have experience of, or are interested in, citizen science in schools, as well as members of thematic working groups, are invited to contribute their national and institutional perspectives. The aim is to compile an overview of best practice and activities in different countries and educational systems, including both formal and non-formal.
Participants will work in small groups to address key questions: Where is citizen science already part of teacher education, and in what way? What opportunities exist for practising teachers? What are the success factors, and what is needed to ensure sustainable progress? How can the European citizen science community support training activities in teacher education?
The session will combine an introductory presentation with guided group work, synthesis and discussion. It will conclude with thematic matching and networking, during which participants can identify shared needs.
The outcomes of the workshop will be documented in a working document summarising the insights, challenges, and opportunities of integrating citizen science into teacher education. This document will be made publicly available to support future collaborations.
Organisational requirements: room with seating and movable desks for 30 participants, a projector, flipcharts and moderation materials (sticky notes and markers).
Accepted contributions
Short Abstract
If the work done in OTTERS has taught us something is that the path towards inovation in education must always be done with the educators and not just for them. Participatory workshops gave us insights into the path towards integrating Citizen Science in formal education, which we aim to share.
Abstract
During the EU funded OTTERS project [https://otters-eu.aua.am], several participatory workshops were organized with teachers of different subjects Throuth these, we discovered that most teachers were either not aware of the term CS or had misconceptions about it, with only 30% relating it somehow to the participation of citizens in the scientific process. From these workshops, a roadmap to integrate citizen science in formal education was developed and tested with over 160 teachers and 2800 students from the different countries. The process included organizing professional development opportunities for teachers, promoting the establishment of partnerships with local organizations and supporting the implementation of CS with the students. A policy brief offering policy recommendations was created, including guidance on how to design professional development opportunities that empower educators and pave the way to the integration of Citizen Science in the schools' curricula. This process has taught us a lot about the perceptions of teachers and their needs, when it comes to working with citizen science. Joining these with the prior experience of NUCLIO as an accredited teacher training center in Portugal, we would like to participate in this workshops to contribute to the discussion and learn from it and continue paving the way to a better education throught citizen science.
Short Abstract
This study explores citizen science (CS) in Slovakia through surveys of 64 organisations and 78 schools. Low CS’s awareness and limited experiences highlight barriers like resource shortages. Findings advocate for strategies and partnerships to boost capacity and curriculum integration.
Abstract
Practical workshop for teachers:
The workshop will focus on designing teaching activities using citizen science methods, building on activities that teachers are already familiar with but that previously lacked meaningful outcomes, and transforming them into effective, curriculum-integrated projects. The transformation will also involve selecting appropriate digital applications for data collection, identifying suitable partners, and planning the next steps.
Introducing the survey study:
In an era of global challenges such as climate change and biodiversity loss, citizen science (CS) emerges as a powerful tool bridging public engagement and scientific research, transforming laypeople into active contributors to real discoveries. We conducted two national surveys targeting 64 CS project-providing organisations (62.5% male respondents) and 78 schools/teachers (90.5% female respondents).
The findings reveal a significant supply–demand contradiction rooted in an experience gap. Organisations demonstrate a practical, data-driven motivation, with 87.5% aiming to address specific environmental problems. Yet they consistently target students and pupils as their primary audience. This expert supply encounters a less-prepared system: 33.8% of teachers are unfamiliar with citizen science, and 50% of schools lack direct experience with CS projects.
Biodiversity dominates interest areas (75% in organisations, 85% in schools), with activities including mapping endangered and invasive species, monitoring ecosystems, and assessing human impacts. Data collection methods feature direct observation (80–90%) and photography (60–65%), using mainly tools like iNaturalist and PlantNet. Key barriers include time demands (75% schools), insufficient resources (60% both groups), and low motivation, while benefits include increased scientific and environmental awareness (90% schools), data acquisition from diverse sites, critical thinking development and practical skills in students.
The study found that the distribution of organisational CS activity is geographically uneven across Slovak regions. Future potential lies in collaboration, particularly in biodiversity and environmentalism. The study emphasises the need for trainings, funding, and stakeholder linkages to amplify CS's effective implementation.
Short Abstract
We present the use of the MINKA citizen science observatory in Catalan schools and teacher training, focusing on marine, coastal and aquatic topics. The initiative promotes ocean and water literacy, supports SDGs, and helps schools progress toward European Blue School accreditation.
Abstract
Marine, coastal and aquatic environments offer rich opportunities for citizen science in education, fostering environmental stewardship and ocean and water literacy among students and educators. This presentation examines the application of the MINKA citizen science observatory in Catalan schools, with a focus on marine and coastal topics, and its incorporation into teacher training programs to reach a large number of students.
MINKA enables participants to engage in data collection and analysis related to local aquatic ecosystems, aligning with the Sustainable Development Goals (SDGs) and the EU4Ocean initiative. Through hands-on activities, students investigate marine, coastal, or aquatic biodiversity, pollution, or environmental parameters, while teachers receive support to embed citizen science into their pedagogical practices.
The initiative has been piloted in various educational contexts, demonstrating increased student engagement and stronger connections between schools and their surrounding environments. Teachers report that MINKA facilitates interdisciplinary learning, encourages inquiry-based approaches, and helps integrate sustainability and ocean literacy into the curriculum. These experiences contribute to the broader goal of supporting schools in their journey toward becoming accredited European Blue Schools.
To optimise classroom implementation, several co-design and development workshops have been carried out with Catalan educators. Their feedback led to improvements in the platform, and allowed teachers to gain skills, ownership and trust in using a citizen science platform.
This contribution will share practical insights from fieldwork, highlight challenges and opportunities for scaling the initiative, and invite discussion on how digital citizen science observatories like MINKA can foster long-term engagement with marine or aquatic issues in formal education settings.