- Convenors:
-
Petra Siegele
(OeAD Austria’s Agency for Education and Internationalisation)
Susanne Hecker (Museum für Naturkunde Berlin)
Elisabeth Anna Guenther (University of Vienna)
Philipp Spitzer (University of Graz)
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- Format:
- Roundtable
Short Abstract
Drawing on Austria’s funding programme “Sparkling Science”, this roundtable explores how citizen science can engage remote and peripheral regions through schools and examines how factors, such as dedicated funding, impact strategies to foster collaboration and dialogue between science and society.
Description
Austria is characterized by a few major cities, some urban centres, and many rural areas with remote villages and alpine valleys. Reaching communities across this diverse geography poses a particular challenge for science communication. Schools have proven to be effective partners in bridging this gap. Since 2007, the research funding programme “Sparkling Science” has therefore supported 299 research projects involving a wide range of schools in citizen science. The programme’s current edition, launched in 2021, introduced a new focus with dedicated funding: supporting collaborations specifically with schools in Austria’s peripheral regions, or reaching those not yet involved in citizen science.
The objective of this roundtable, moderated by Susanne Hecker, Chair of the ECSA Executive Board, is to use examples like “Sparkling Science” to explore ways of bringing citizen science to remote and peripheral regions. To illustrate both the potential and the challenges of embedding citizen science in these regions, researchers of two current projects – “We talk about science” and “Daten*bilden” – will share insights from their experiences working with schools and communities in such settings. The roundtable will further address the following questions: In what ways can dedicated funding enhance motivation to engage with remote or peripheral regions? Which practical challenges might arise? What are best practices for achieving a meaningful impact? Which strategies promote sustained dialogue and long-term partnerships between research and educational institutions in these regions?
Researchers, practitioners, citizen science network leaders, and other relevant stakeholders are encouraged to contribute to this roundtable and share their perspectives.
Accepted contributions
Short Abstract
Dialogical engagement with students and teachers in demanding situations can advance strategies for more inclusive digital learning opportunities. In our contribution, we discuss why dialogue is crucial, the obstacles we encounter, and the strategies and resources we use to overcome them.
Abstract
Educational inequalities and digital divides show not only in unequal access to digital technology but also in the way it is used or the effects it has (Massimo & Muschert, 2017; van Dijk, 2006). Normative expectations and stereotypes can exacerbate these divides, as students in demanding situations are more often taught in functional ways, while those in affluent areas are encouraged to use technology creatively and autonomously (Rafalow, 2020). To address this, it is essential to create inclusive, creative digital learning spaces that meet the needs of underserved students.
To this end, the project Daten*bilden (loosely translated as data building and learning) aims to collaboratively develop ideas. We engage in a serious of workshops with middle school students in schools in demanding situations, to learn about their demands for the ‘ideal’ learning platform as well as facilitate their own computational empowerment (Dindler et al., 2020, 2022).We engage in dialogues with students and teachers , (Freire, 2017, 2021) to co-create and advance knowledge about ways on how to enhance the benefits of using learning platforms and data for inclusive learning while mitigating some of the risks.
While dialogical engagement can be seen as essential and beneficial, it is not without challenges. In this contribution, we discuss not only the importance of such engagement but also the challenges we encountered and the strategies we developed and the support we rely on.
Short Abstract
AmIAire engages primary and secondary students in rural and peripheral areas in air quality research using ultra-low-cost, easily accessible tools. This citizen science approach lowers barriers to participation, fostering scientific learning and environmental awareness.
Abstract
Citizen science (CS) projects often struggle to reach schools in remote or peripheral regions due to limited resources, inadequate infrastructure, and a lack of technical expertise. AmIAire (https://amiaire.org/) addresses this challenge by providing an ultra-low-cost, low-barrier method for monitoring air quality that requires neither expensive instrumentation nor advanced scientific training.
The project equips schools with DIY sensors created by them and simple materials to collect particulate matter (PM) data and analyse it through accessible digital platforms (https://analisis.amiaire.org/). This approach has enabled extensive involvement of primary and secondary students from rural areas, who actively participate in designing experiments, collecting and interpreting data, and discussing local environmental impacts. The simplicity and affordability of the AmIAire methodology have proven essential for bridging the centre-periphery gap, fostering scientific literacy, and promoting environmental awareness in contexts where participation in research initiatives is often limited. A key component of the project was the creation of 20 Easy-to-Read educational pills, designed to support teachers and students with clear, inclusive, and accessible materials that facilitate understanding of complex environmental concepts. These resources significantly enhanced engagement and comprehension, making scientific inquiry approachable even for younger learners or those with limited prior knowledge.
In this contribution, we will present the project’s conceptual framework, implementation strategies, educational outcomes, and examples of successful engagement in schools located far from major research centres. AmIAire demonstrates how CS can become a powerful tool for inclusion and capacity building, even in the most resource-limited educational contexts.
Short Abstract
The National Education Nature Park is a strategic government-backed programme to embed nature at the heart of the school curriculum, aiming to involve every young person in formal education in the process of community science for nature recovery.
Abstract
In April 2022, UK Government’s Department for Education published its Sustainability and Climate Change Strategy. A key delivery mechanism was the creation of a ‘National Education Nature Park’ - a scheme for every young person at nursery, school or college in England. The Nature Park embeds nature and climate action at the heart of the school curriculum, and aims to boost biodiversity on school sites. The Natural History Museum London leads this programme, weaving together community science research and on-the-ground nature recovery action.
The programme is not mandatory, however Government endorsement, incentives for schools, Early Years and Special Education Needs provision, alongside partner reputation and quality curriculum-aligned resources have secured significant uptake. More than 25% of all schools and colleges in England are registered, including a high proportion of schools in areas of social deprivation, with low access to greenspace, and that have not taken part in other eco-activities.
Through the Nature Park, young people map habitats on their education site and conduct biodiversity surveys to form a baseline dataset. Using these data they identify opportunities for improvement, implement habitat enhancements to boost biodiversity, and measure impact through ongoing community science research. Through this process young people develop green/digital skills, pro-environmental behaviours and enhanced wellbeing.
Placing community science within the core education system represents a transformational shift away from ‘opting-in’, to a model that enables every young person to encounter and participate in community science and nature recovery action repeatedly throughout their schooling lives, reducing inequalities in connection to nature, participation in science and associated benefits.
In this presentation we examine mechanisms and strategic alignment that have enabled community science to become an integral part of government climate and education strategy, and that reach out to the periphery of community science practice.