K-12环境公民科学(CS)倡议的系统文献综述:揭示有助于学生环境公民意识的CS教学和参与方面

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Demetra Hadjichambi , Andreas Ch. Hadjichambis , Anastasia Adamou , Yiannis Georgiou
{"title":"K-12环境公民科学(CS)倡议的系统文献综述:揭示有助于学生环境公民意识的CS教学和参与方面","authors":"Demetra Hadjichambi ,&nbsp;Andreas Ch. Hadjichambis ,&nbsp;Anastasia Adamou ,&nbsp;Yiannis Georgiou","doi":"10.1016/j.edurev.2023.100525","DOIUrl":null,"url":null,"abstract":"<div><p>Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (<em>n</em><span> = 34) retrieved from a systematic review<span> of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.</span></span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"39 ","pages":"Article 100525"},"PeriodicalIF":9.6000,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship\",\"authors\":\"Demetra Hadjichambi ,&nbsp;Andreas Ch. Hadjichambis ,&nbsp;Anastasia Adamou ,&nbsp;Yiannis Georgiou\",\"doi\":\"10.1016/j.edurev.2023.100525\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (<em>n</em><span> = 34) retrieved from a systematic review<span> of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.</span></span></p></div>\",\"PeriodicalId\":48125,\"journal\":{\"name\":\"Educational Research Review\",\"volume\":\"39 \",\"pages\":\"Article 100525\"},\"PeriodicalIF\":9.6000,\"publicationDate\":\"2023-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1747938X23000180\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X23000180","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4

摘要

环境公民科学(CS)倡议在K-12教育中得到了广泛的支持,因为根据环境公民(EC)的概念,这些倡议通常被假设为提高学生的知识、技能、态度和行为,以充当“环境公民”。然而,尚未系统地探讨环境公民制度倡议促进环境公民教育(EEC)的潜力。与此同时,出于教育目的的环境CS倡议是高度异质的,根据每项倡议的参与性和教学组成部分,学习是以不同的方式实施的。为了解决该领域的复杂性,本综述研究采用PRISMA方法综合了34项实证研究(n=34),这些研究是从过去二十年(2000-2020)的文献系统综述中检索到的。对审查的环境CS举措进行内容分析,以确定其对学生EC的影响(例如,EC能力、行动、结果),以及公布CS倡议在以下方面的组成部分:(a)参与(例如,学生的贡献类型、数据收集水平、学生参与的频率、学生参与模式、学生参与形式)和(b)教育学(例如,学习目标、教育背景、学习机制、EEC教育学)。我们的分析揭示了支持审查的CS倡议的三个领域(参与、教育学、环境公民)及其相互关系。我们反思了这些发现,并为未来的研究提供了方向,以指导在K-12教育中制定更成功的环境CS倡议,作为EC的载体。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship

Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (n = 34) retrieved from a systematic review of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信