Klütsch Cornelya F C, Aspholm Paul Eric, Polikarpova Natalia, Veisblium Olga, Bjørn Tor-Arne, Wikan Anne, Gonzalez Victoria, Hagen Snorre B
Norwegian Institute of Bioeconomy Research NIBIO - Division of Environment and Natural Resources Ås Norway.
Norwegian Institute of Bioeconomy Research NIBIO - Division of Forest and Forest Resources Ås Norway.
Ecol Evol. 2020 Dec 30;11(8):3501-3515. doi: 10.1002/ece3.7122. eCollection 2021 Apr.
Citizen science can facilitate in-depth learning for pupils and students, contribute to scientific research, and permit civic participation. Here, we describe the development of the transnational school-based citizen science project . Its primary goal is to introduce pupils (age 12-15; grades 7-10) in northern Norway, Russia, and Finland to the local and global challenges of climate change resulting in life cycle changes at different trophic and ecosystem levels in their backyards. Partnerships between regional scientists and staff from NIBIO Svanhovd, State nature reserves, national parks, and teachers and pupils from regional schools aim to engage pupils in project-based learning. The project uses standardized protocols, translated into the different languages of participating schools. The phenological observations are centered around documenting clearly defined life cycle phases (e.g., first appearance of species, flowering, ripening, leaf yellowing, snow fall, and melt). The observations are collected either on paper and are subsequently submitted manually to an open-source online database or submitted directly via a newly developed mobile app. In the long term, the database is anticipated to contribute to research studying changes in phenology at different trophic levels. In principle, guided school-based citizen science projects have the potential to contribute to increased environmental awareness and education and thereby to transformative learning at the societal level while contributing to scientific progress of understudied biomes, like the northern taiga and (sub)arctic tundra. However, differences in school systems and funding insecurity for some schools have been major prohibiting factors for long-term retention of pupils/schools in the program. Project-based and multidisciplinary learning, although pedagogically desired, has been partially difficult to implement in participating schools, pointing to the need of structural changes in national school curricula and funding schemes as well as continuous offers for training and networking for teachers.
公民科学可以促进中小学生的深入学习，为科学研究做出贡献，并允许公民参与。在此，我们描述了一个跨国的、以学校为基础的公民科学项目的发展情况。其主要目标是让挪威北部、俄罗斯和芬兰的12至15岁（7至10年级）的学生了解气候变化带来的当地和全球挑战，这些挑战导致了他们后院不同营养级和生态系统层面的生命周期变化。区域科学家与挪威生物经济研究所斯万霍夫德分院、国家自然保护区、国家公园的工作人员以及区域学校的教师和学生之间建立了合作伙伴关系，旨在让学生参与基于项目的学习。该项目使用标准化协议，并翻译成参与学校的不同语言。物候观测主要围绕记录明确界定的生命周期阶段（例如，物种首次出现、开花、成熟、叶子变黄、降雪和融化）。观测数据要么记录在纸上，随后手动提交到一个开源在线数据库，要么直接通过一个新开发的移动应用程序提交。从长远来看，该数据库预计将有助于研究不同营养级物候变化的研究。原则上，有指导的、以学校为基础的公民科学项目有可能提高环境意识和教育水平，并从而在社会层面促进变革性学习，同时为研究不足的生物群落（如北方针叶林和（亚）北极冻原）的科学进展做出贡献。然而，学校系统的差异以及一些学校资金的不稳定性一直是学生/学校长期参与该项目的主要阻碍因素。基于项目的多学科学习虽然在教学上是可取的，但在参与学校中部分实施起来较为困难，这表明国家学校课程和资金计划需要进行结构性变革，以及持续为教师提供培训和建立网络的机会。
