Implementing Citizen Science Programmes in the Context of University Gardens to Promote Pre-Service Teachers' Scientific Literacy: A Study Case on Soil

Autor/inn/en	Eugenio-Gozalbo, Marcia; Zuazagoitia, Daniel; Ruiz-González, Aritz; Corrochano, Diego; Hurtado-Soler, Amparo; Talavera, Marta
Titel	Implementing Citizen Science Programmes in the Context of University Gardens to Promote Pre-Service Teachers' Scientific Literacy: A Study Case on Soil
Quelle	In: International Journal of Science Education, 44 (2022) 10, S.1619-1638 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eugenio-Gozalbo, Marcia) ORCID (Zuazagoitia, Daniel) ORCID (Ruiz-González, Aritz) ORCID (Corrochano, Diego) ORCID (Hurtado-Soler, Amparo) ORCID (Talavera, Marta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2088877
Schlagwörter	Program Implementation; Citizen Participation; Science Education; Gardening; Preservice Teachers; Scientific Literacy; Soil Science; Foreign Countries; Academic Achievement; Outdoor Education; Spain + Suchen Sie Ihr Suchwort? 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Naturwissenschaftliche Bildung; Gartenarbeit; Bodenkunde; Ausland; Schulleistung; Freiluftunterricht; Spanien
Abstract	This work presents an assessment of pre-service teachers' argumentative practice, after implementing a novel teaching-learning sequence on soil health including a citizen science programme, which was applied outdoors at the university garden. The sequence was implemented at five Spanish universities with 351 undergraduates studying Early Childhood and Primary Teacher Education. It posed a final assessment task consisting in a real-world situation that involved making decisions on science-related issues: students needed to argue whether it was possible to use a piece of land as a school garden, based on soil data provided in a variety of formats. To assess participants' level of achievement, a rubric was specifically designed by adapting the "Evidence-Explanation Continuum" approach, which was applied to a subsample of 123 answers (35%). Results evidenced that the process of knowledge-building discourse from initial data to final explanations involved a series of transformations of increasing difficulty, since the percentage of students who were able to correctly accomplish them decreased a long the continuum. Including the citizen science programme promoted the development of basic aspects of scientific literacy related to interpreting data and evidence scientifically but, for students to be generally capable of drawing evidence-based conclusions, argumentation practices should be regularly included in science classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01