Transdisciplinary Sustainability Research and Citizen Science: Options for Mutual Learning

Pettibone, Lisa; Blättel‐Mink, Birgit; Balázs, Bálint; Giulio, Antonietta Di; Göbel, Claudia; Heubach, Katja; Hummel, Diana; Lundershausen, Johannes; Lux, Alexandra; Potthast, Thomas; Vohland, Katrin; Wyborn, Carina

doi:10.14512/gaia.27.2.9

Cited by 28 publications

(18 citation statements)

References 13 publications

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“…In other words, citizen science is "scientific work undertaken by members of the general public, often in collaboration with or under the direction of professional scientists and scientific institutions" [17]. In recent years, internet and new technologies have made data collection and processing, as well as the communication between citizen scientists and professional scientists, much easier [7,[18][19][20][21]. Citizen science originates in the area of natural sciences and originally described projects where citizens played a role in data collection, e.g., on the distribution of species or by observing and identifying comets and asteroids [19,22].…”

Section: Origin and Characteristics Of Citizen Sciencementioning

confidence: 99%

“…West and Pateman [5] define citizen science projects as those where the focus lies on the collection or processing of scientific data through volunteers. In addition, depending on the scientific community and the type and intensity of involvement of the citizens, the concept of citizen science also has similarities, and in some cases overlaps with, other research approaches such as transdisciplinarity [19,24].…”

Section: Types Of Citizen Science and Forms Of Participationmentioning

confidence: 99%

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Citizen Science in Germany as Research and Sustainability Education: Analysis of the Main Forms and Foci and Its Relation to the Sustainable Development Goals

Schleicher¹,

Schmidt²

2020

Sustainability

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Many citizen science projects are in the thematic area of species observation and natural environment monitoring but, in recent years, projects in other areas and disciplines have increasingly been using citizen science approaches. It is assumed that citizen science could potentially contribute to an increase in environmental awareness and to advancing knowledge about environmental change and sustainability issues. In this article, we present a review of 127 citizen science projects listed on the German platform, “Bürger schaffen Wissen”, with the aim of analysing whether the main focus of most projects is on the scientific results or on educational aspects and how citizen science projects are connected to the SDGs. The results show that many citizen science projects overlap with SDG 4 Quality Education. Of these projects, a larger proportion entail higher levels of involvement than those projects with a stronger focus on the scientific results, in which the participation of the citizen scientists is mainly standardised and at low levels. An even greater number of projects in the sample are linked to SDG 15 Life on Land and, thereby, are in line with the traditional focus of citizen science. Additionally, the analysis reveals that forms of education used in citizen science projects are much more diverse than those included in SDG 4.

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Section: Origin and Characteristics Of Citizen Sciencementioning

confidence: 99%

Section: Types Of Citizen Science and Forms Of Participationmentioning

confidence: 99%

Citizen Science in Germany as Research and Sustainability Education: Analysis of the Main Forms and Foci and Its Relation to the Sustainable Development Goals

Schleicher¹,

Schmidt²

2020

Sustainability

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“…This tradition of political thinking has informed two science policy concepts on which the DITOs project has drawn. The first one is transdisciplinary sustainability research, in which stakeholder engagement is a basis for generating scientific knowledge and implementing practical solutions for issues such as natural resource management conflicts (Pettibone et al 2018). The second one concerns work on Responsible Innovation that advocates for focussing research on societal problems and for public engagement in early phases of science and technology policy-making (Stilgoe, Owen, and Macnaghten 2013).…”

Section: Citizen Science As An Object Of Research Policymentioning

confidence: 99%

How Does Citizen Science “Do” Governance? Reflections from the DITOs Project

Göbel¹,

Nold

Berditchevskaia³

et al. 2019

Citizen Science: Theory and Practice

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Introduction Citizen Science (CS) is intertwined with public policy in multiple ways, and the question of how CS can be a resource for decision-making is increasingly debated among those who organise projects as well as among politicians. Around the world, CS is considered relevant at various levels of governance from multilateral programmes, such as the United Nations Environment Programme, to supra-national institutions (the European Union) and individual member states exploring the value of CS for environmental reporting, education, and decision-making (POST 2014; Science Communication Unit 2013). Environmental protection agencies are recognising CS by issuing recommendations, cost-benefit analyses, and decision support for when to use CS to support implementation of regulatory environmental policy (NACEPT 2016; Pocock et al. 2014; Vohland et al. 2016). Increasing openness towards CS is also spreading beyond environmental and biodiversity monitoring to include health and food security, disaster response, and research policy (Schade et al. 2017). Policy publications that mention CS typically highlight its potential for multiple fields and implementations (McElfish, Pendergrass, and Fox 2016) as well as data management (Schade and Tsinaraki 2016). State-sponsored capacity building projects or consultations to develop national strategies for CS have been run in Germany (Bonn et al. 2016), France (Houllier and Merilhou-Goudard 2016), and Spain (Fundacion Ibercivis 2017). Finally, the CS practitioner community is starting to connect with decision makers to demonstrate the validity and benefits of CS (Hecker et al. 2018). Existing studies focus on how CS supports policy development, barriers, and regulatory support (e.g., Chapman and Hodges 2016). Haklay (2015) points out that policy dimensions of CS arise from geography, policy application area, and type of engagement. Existing empirical studies analyse CS projects along dimensions such as standards (Ottinger 2010), place (Newman et al. 2017), participation of stakeholders (Gobel, Martin, and Ramirez-Andreotta 2017), and data practices (Gabrys, Pritchard, and Barratt 2016). The literature typically identifies two roles for CS in policy contexts: As a data source for the development, implementation, or monitoring of regulation and as one of the targets for science policy. This idea rests on a set of basic assumptions: Politicians and formal political institutions are considered as central actors. "Science" and "politics" are understood as separate spheres, and policymaking is seen as a linear process where policy makers determine rules that CS feeds into.

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“…B. Bonn et al 2016;Pettibone et al 2018). Wird Zusammenarbeit aber nicht als etwas Binäres verstanden, sondern als ein Kontinuum mit zunehmender Intensität, lassen sich die Grenzen zwischen "Citizen Science" bzw.…”

Section: Der Kontext Der Partizipativen Forschungunclassified

Partizipative Wissenserzeugung und Wissenschaftlichkeit – ein methodologischer Beitrag

Defila

Giulio

2018

Transdisziplinär Und Transformativ Forschen

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Die Belastbarkeit partizipativ gewonnenen Wissensein Thema (auch) für transdisziplinäre Forschung außerhalb und innerhalb von Reallaborforschung Den Referenzpunkt dieses Beitrags bilden Forschungsprojekte, an denen sowohl Forscherinnen und Forscher als auch Personen aus der Praxis beteiligt sind. Solche Projekte sind nicht in erster Linie auf eine wissenschaftsbasierte Planung oder Entwicklung ausgerichtet oder darauf, bereits bekannte Erkenntnisse und Lösungen umzusetzen, sondern (mindestens: auch) darauf, neues Wissen zu produzieren. Sie verfolgen also (mindestens: auch) das Ziel, belastbare Einsichten zu produzieren, die innerhalb der Wissenschaft aufgegriffen werden können. Damit sollen sie einen Beitrag leisten "zur Weiterentwicklung wissenschaftlichen Wissens" (Altrichter und Feindt 2008, S. 461). Um diesen Zweck erfüllen zu können, muss das erzeugte Wissen einer wissenschaftlichen Qualitätsprüfung unterzogen werden können und standhalten, d. h., es muss sich "in einem wissenschaftlichen Diskurs bewähren" (ebd.). Innerhalb der Menge an Projekten, die die genannten Merkmale aufweisen, fokussiert der vorliegende Beitrag auf Projekte, die der transdisziplinären Forschung und der Reallabor-Forschung zugeordnet werden können. Transdisziplinäre Forschung wird hier akteurorientiert verstanden 1 als Variante einer auf eine Synthese ausgerichteten interdisziplinären Forschung. Ein Forschungsprozess ist also dann transdisziplinär, wenn sich daran sowohl Forscherinnen und Forscher aus verschiedenen wissenschaftlichen Disziplinen beteiligen 1 Zur Abgrenzung dieses Verständnisses von einem eher wissenschaftstheoretisch gefärbten Verständnis s. z. B. Klein (2010; 2014) oder auch bereits Defila und Di Giulio (1998).

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Transdisciplinary Sustainability Research and Citizen Science: Options for Mutual Learning

Cited by 28 publications

References 13 publications

Citizen Science in Germany as Research and Sustainability Education: Analysis of the Main Forms and Foci and Its Relation to the Sustainable Development Goals

Citizen Science in Germany as Research and Sustainability Education: Analysis of the Main Forms and Foci and Its Relation to the Sustainable Development Goals

How Does Citizen Science “Do” Governance? Reflections from the DITOs Project

Partizipative Wissenserzeugung und Wissenschaftlichkeit – ein methodologischer Beitrag

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