2024-03-29T12:34:07Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/62452022-11-30T13:17:28Zcom_10259_4145com_10259_5086com_10259_2604com_10259_5841col_10259_4146col_10259_5842
Queiruga Dios, Miguel Ángel
López Iñesta, Emilia
Díez Ojeda, María
Sáiz Manzanares, María Consuelo
Vázquez Dorrío, José Benito
2020-05
Curricular integration in formal teaching of citizen science can bring to the classroom aspects of scientific literacy that encourage the involvement of citizens. In particular, these include non-epistemic aspects related to the sociology of science (which are often not transferred to the classroom). Furthermore, this practice raises awareness among students, and encourages them to become participants in the attainment of the United Nations’ Sustainable Development Goals (SDGs). This article describes a proposal for the integration of a citizen science project into the secondary education curriculum that can be reproduced in any educational center. Eighty-three secondary school pupils (14–15 years old) took part in this research at a city-center school in Northern Spain. A questionnaire based on validated studies was created and used to analyze the changes in attitudes of pupils towards science and technology and their improvement in scientific literacy in terms of scientific processes and scientific situations. The results indicate a significant improvement in the attitudes towards science and technology among the participating learners, as well as a better understanding of scientific processes and situations. Likewise, the results reflect how the implementation of the citizen science project contributes to the SDGs
application/pdf
http://hdl.handle.net/10259/6245
eng
MDPI
Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education
info:eu-repo/semantics/article
TEXT
RIUBU. Repositorio Institucional de la Universidad de Burgos
Hispana