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      Promoting scientific literacy in evolution through citizen science

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          Abstract

          Evolutionary understanding is central to biology. It is also an essential prerequisite to understanding and making informed decisions about societal issues such as climate change. Yet, evolution is generally poorly understood by civil society and many misconceptions exist. Citizen science, which has been increasing in popularity as a means to gather new data and promote scientific literacy, is one strategy through which people could learn about evolution. However, despite the potential for citizen science to promote evolution learning opportunities, very few projects implement them. In this paper, we make the case for incorporating evolution education into citizen science, define key learning goals, and suggest opportunities for designing and evaluating projects in order to promote scientific literacy in evolution.

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          Origins and evolution of antibiotic resistance.

          Antibiotics have always been considered one of the wonder discoveries of the 20th century. This is true, but the real wonder is the rise of antibiotic resistance in hospitals, communities, and the environment concomitant with their use. The extraordinary genetic capacities of microbes have benefitted from man's overuse of antibiotics to exploit every source of resistance genes and every means of horizontal gene transmission to develop multiple mechanisms of resistance for each and every antibiotic introduced into practice clinically, agriculturally, or otherwise. This review presents the salient aspects of antibiotic resistance development over the past half-century, with the oft-restated conclusion that it is time to act. To achieve complete restitution of therapeutic applications of antibiotics, there is a need for more information on the role of environmental microbiomes in the rise of antibiotic resistance. In particular, creative approaches to the discovery of novel antibiotics and their expedited and controlled introduction to therapy are obligatory.
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            The Four-Phase Model of Interest Development

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              Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science

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                Author and article information

                Contributors
                Role: Project administrationRole: Writing – original draftRole: Writing – review & editing
                Role: ConceptualizationRole: Funding acquisitionRole: Writing – original draftRole: Writing – review & editing
                Role: Writing – original draftRole: Writing – review & editing
                Role: Writing – original draftRole: Writing – review & editing
                Role: Writing – original draftRole: Writing – review & editing
                Role: Writing – original draftRole: Writing – review & editing
                Role: Writing – review & editing
                Role: Writing – review & editing
                Role: Writing – review & editing
                Role: Writing – review & editing
                Role: ConceptualizationRole: Funding acquisitionRole: Project administrationRole: Writing – original draftRole: Writing – review & editing
                Journal
                Proc Biol Sci
                Proc Biol Sci
                RSPB
                royprsb
                Proceedings of the Royal Society B: Biological Sciences
                The Royal Society
                0962-8452
                1471-2954
                August 10, 2022
                August 10, 2022
                August 10, 2022
                : 289
                : 1980
                : 20221077
                Affiliations
                [ 1 ] Leibniz Institute for Zoo and Wildlife Research (IZW) im Forschungsverbund Berlin e.V., , Alfred-Kowalke-Straße 17, Berlin, 10315, Germany
                [ 2 ] Meise Botanic Garden, , Nieuwelaan 38, 1860 Meise, Belgium
                [ 3 ] Laboratoire Évolution and Diversité Biologique, UMR 5174, Université Toulouse III Paul Sabatier – Bâtiment 4R1, , 118, route de Narbonne, 31062 Toulouse cedex 9, France
                [ 4 ] ENSFEA-Univ. Toulouse, , Castanet-Tolosan, France
                [ 5 ] Université Paris Cité, , Inserm, System Engineering and Evolution Dynamics, (CRI), 8bis Rue Charles V, 75004 Paris, France
                [ 6 ] Learning Planet Institute, , 8bis Rue Charles V, 75004 Paris, France
                [ 7 ] Earthwatch Europe, , Mayfield House, 256 Banbury Road, Oxford, OX2 7DE, UK
                [ 8 ] Leibniz University Hannover, , Schloßwender Str. 1, 30159 Hannover, Germany
                [ 9 ] IPN – Leibniz Institute for Science and Mathematics Education, , Olshausenstr. 62, 24118 Kiel, Germany
                [ 10 ] Humboldt-Universität zu Berlin, , Unter den Linden 6, 10099 Berlin, Germany
                [ 11 ] Department of Planning, Aalborg University, , A.C. Meyers Vænge 25, DK-2450 Copenhagen, SV, Denmark
                [ 12 ] Institute of Evolutionary Biology (CSIC-Universitat Pompeu Fabra), , Passeig Maritim Barceloneta 37-49, 08003 Barcelona, Spain
                [ 13 ] UK Centre for Ecology and Hydrology, , Benson Lane, Crowmarsh Gifford, Oxfordshire, OX10 8BB, UK
                [ 14 ] Research Centre Didactics and Technology in the Education of Trainers, Campus Universitário de Santiago, University of Aveiro, , Aveiro, Portugal
                [ 15 ] La Ciència Al Teu Món, SciComm Association, , Calle de Trafalgar 48, 08010 Barcelona, Spain
                [ 16 ] University of Geneva, , Science II, Quai Ernest Ansermet 30, 1205 Geneva, Switzerland
                Author notes
                [ † ]

                Joint first authorship.

                Author information
                http://orcid.org/0000-0002-0596-5376
                http://orcid.org/0000-0001-6117-7115
                http://orcid.org/0000-0002-8789-8276
                http://orcid.org/0000-0001-5123-5588
                http://orcid.org/0000-0001-9824-027X
                http://orcid.org/0000-0003-0715-8647
                http://orcid.org/0000-0002-6816-3848
                Article
                rspb20221077
                10.1098/rspb.2022.1077
                9363982
                35946159
                2ef616c1-a84d-4f93-b986-57c843fae996
                © 2022 The Authors.

                Published by the Royal Society under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, provided the original author and source are credited.

                History
                : June 3, 2022
                : July 18, 2022
                Funding
                Funded by: European Cooperation in Science and Technology (COST);
                Award ID: CA15212
                Award ID: CA17122
                Award ID: CA17127
                Funded by: Fundação para a Ciência e a Tecnologia, http://dx.doi.org/10.13039/501100001871;
                Award ID: UID/ CED/00194/2019
                Categories
                1001
                70
                Biological Science Practices
                Biological Science Practices
                Custom metadata
                August 10, 2022

                Life sciences
                evaluation,evolution misconceptions,education,learning,public participation in scientific research

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