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| Autor/inn/en | Alfaro-Ponce, Berenice; Sanabria-Z, Jorge; Rivero-Zambrano, Luis Francisco; Muñoz-Ibáñez, Cristopher |
|---|---|
| Titel | Citizen Science's Influence on Public Policy for Addressing Complexity: A Systematic Review of Tech-Based Projects in Higher Education |
| Quelle | In: Journal of Social Studies Education Research, 14 (2023) 1, S.169-199 (31 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Higher Education; Citizen Participation; Scientific Research; Science and Society; Science Projects; Science Education; Public Policy; Difficulty Level; Technology |
| Abstract | Citizen science's (CS) deployment and benefit over the last ten years have been remarkably substantial in their contributions to the massification of citizen participation in tech-based CS projects. Insights into how CS projects influence community changes through proposals of actions and public policies are essential to understanding how they facilitate citizens' advocacy in decision-making at various ecosystem levels. To this end, we conducted a systematic literature review of tech-based CS projects published between 2017 and 2022, in which the participation of the tertiary education sector played a central role. We used a guideline that education plays a fundamental role in developing technology-based CS projects. The more educational processes, such as incorporating activities that strengthen complex thinking in citizens, the greater their involvement in decision-making to propose public policies that address their current problems. Findings suggested that a) there is significant involvement of the educational system with CS; b) CS projects do not comply with the innovation helixes; c) tech-based CS projects usually indirectly develop competencies and sub-competencies of complex thinking, and d) social actions are clearly articulated through these competencies and sub-competencies that determine the complete cycle of tech-based CS projects, which result in organized actions or public policies. To sum up, this study serves as a call for long-term co-design projects that consider both the individual development of the participants and the integral impact on decision-making at all levels. (As Provided). |
| Anmerkungen | Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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