Perceptions of Elementary School In-Service Teachers about the Contribution of Citizen Science to Climate Change Education

Authors

  • Ana Teresa Ferreira das Neves Centro de Investigação e Estudos João de Deus, Escola Superior de Educação João de Deus, Portugal https://orcid.org/0000-0001-5676-9482
  • Diana Boaventura Centro de Investigação e Estudos João de Deus, Escola Superior de Educação João de Deus / MARE – Centro de Ciências do Mar e do Ambiente/ARNET, Faculdade de Ciências da Universidade de Lisboa / UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal https://orcid.org/0000-0002-3658-2925
  • Cecília Galvão Instituto de Educação, Universidade de Lisboa, Portugal https://orcid.org/0000-0002-0347-4872

DOI:

https://doi.org/10.25749/sis.28569

Keywords:

citizen science, science education, climate change, elementary school, in-service teachers

Abstract

Citizen science is an approach with huge potential in the study of biodiversity patterns in climate change scenarios. Its potential has also been recognized to contribute to the development of climate change education at earlier ages. This study aimed to investigate the perceptions of in-service teachers about the contribution of citizen science to climate change education. Seven teachers from 10 different elementary school classes participated in this study. Through a mixed methodology, data was collected using questionnaires, semi-structured interviews and participant observation. The results revealed that teachers recognized the potential of citizen science for their own pedagogical practice and students´ developed skills. This study reinforces the importance of teachers’ involvement in citizen science projects. It also stresses the importance of incorporating citizen science projects with an investigative approach in the school context for students and teachers to develop skills.

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Author Biographies

Ana Teresa Ferreira das Neves, Centro de Investigação e Estudos João de Deus, Escola Superior de Educação João de Deus, Portugal

Docente da Escola Superior de Educação João de Deus. Licenciada em Biologia e Mestre em Ecologia pela Universidade de Coimbra, frequentou o Doutoramento em Educação, especialidade Didática das Ciências, no Instituto de Educação da Universidade de Lisboa. Participou em diversos projetos de investigação com ênfase em educação em ciência e ciência cidadã.

Diana Boaventura, Centro de Investigação e Estudos João de Deus, Escola Superior de Educação João de Deus / MARE – Centro de Ciências do Mar e do Ambiente/ARNET, Faculdade de Ciências da Universidade de Lisboa / UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal

Docente na Escola Superior de Educação João de Deus desde 2002. Licenciada em Biologia, Mestre em Ecologia, Gestão e Modelação dos Recursos Marinhos e Doutora em Ciências do Mar – Ecologia Marinha, tem ainda uma Pós-graduação em Educação - Didática das Ciências. É membro do MARE/ARNET e colaboradora da UIDEF-IE-ULisboa. Tem mais de 120 publicações, destacando-se 38 artigos em revistas internacionais e foi investigadora principal em vários projetos de investigação. As suas atividades de investigação científica incluem as áreas de Ecologia Marinha e Ciências da Educação, particularmente Didática das Ciências, Ciência Cidadã, Alterações Climáticas e Literacia dos Oceanos.

Cecília Galvão, Instituto de Educação, Universidade de Lisboa, Portugal

Professora Catedrática no Instituto de Educação da Universidade de Lisboa. Licenciada em Biologia, com Doutoramento em Educação, coordenou vários cursos, como o Doutoramento em Ciências da Sustentabilidade da ULisboa. Participou em projetos internacionais como FP6 PARSEL- Popularity and Relevance in Science Education for Scientific Literacy e FP7 SAILS – Strategies for assessment of inquiry learning in science e na Citizen Science Cost Action CA15212. É a coordenadora portuguesa dos  Erasmus+ High Fliers - Highly Interactive Guidance Helpful For Leadership In Educationally Relevant Skills (2020-2023) e acaSTEMy – Trans-national STEM teacher edu[1]cation focusing on transversal competence and sustainability education (2023 a 2026).

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2023-06-30

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Vol. 11 No. 2 (2023): Thinking Education in Times of Transition

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