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

2020 ◽  
Vol 12 (15) ◽  
pp. 6044 ◽  
Author(s):  
Katharina Schleicher ◽  
Constanze Schmidt
Keyword(s):  
Citizen Science ◽  
Sustainable Development Goals ◽  
Sustainability Education ◽  
Quality Education ◽  
Environment Monitoring ◽  
The Sustainable Development ◽  
Science Projects ◽  
Development Goals ◽  
Low Levels ◽  
Scientific Results

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.

scholarly journals Proyectos de ciencia ciudadana. Una oportunidad para la alfabetización científica y la educación en sostenibilidad

2021 ◽  
Author(s):  
Emilia López-Iñesta ◽  
Miguel Ángel Queiruga-Dios ◽  
Daniel García-Costa ◽  
Francisco Grimaldo
Keyword(s):  
Sustainable Development ◽  
Citizen Science ◽  
Scientific Literacy ◽  
Sustainable Development Goals ◽  
Formal Education ◽  
The Sustainable Development ◽  
Interest In Science ◽  
Science Projects ◽  
Development Goals

Since the term citizen science emerged, projects involving citizens in science have increased in number and spread to a variety of areas. Citizen science is thus emerging as a mechanism for involving society, stimulating the population's interest in science and contributing to their scientific literacy. Furthermore, we must highlight the inherent contribution of citizen science projects to the attainment of the Sustainable Development Goals (SDGs). This paper reviews some examples of international citizen science projects and details active projects in Spain, from the perspective of both formal and non-formal education.

scholarly journals Using citizen science data to monitor the Sustainable Development Goals: a bottom-up analysis

2021 ◽  
Author(s):  
Laura Ballerini ◽  
Sylvia I. Bergh
Keyword(s):  
Sustainable Development ◽  
Citizen Science ◽  
Sustainable Development Goals ◽  
Comparative Case Study ◽  
Science Data ◽  
The Sustainable Development ◽  
Case Study Analysis ◽  
Wide Range ◽  
Development Goals

AbstractOfficial data are not sufficient for monitoring the United Nations Sustainable Development Goals (SDGs): they do not reach remote locations or marginalized populations and can be manipulated by governments. Citizen science data (CSD), defined as data that citizens voluntarily gather by employing a wide range of technologies and methodologies, could help to tackle these problems and ultimately improve SDG monitoring. However, the link between CSD and the SDGs is still understudied. This article aims to develop an empirical understanding of the CSD-SDG link by focusing on the perspective of projects which employ CSD. Specifically, the article presents primary and secondary qualitative data collected on 30 of these projects and an explorative comparative case study analysis. It finds that projects which use CSD recognize that the SDGs can provide a valuable framework and legitimacy, as well as attract funding, visibility, and partnerships. But, at the same time, the article reveals that these projects also encounter several barriers with respect to the SDGs: a widespread lack of knowledge of the goals, combined with frustration and political resistance towards the UN, may deter these projects from contributing their data to the SDG monitoring apparatus.

Trade and Investment Accords for Sustainable Development Goals 1–5

2021 ◽  
pp. 267-276
Author(s):  
Marie-Claire Cordonier Segger
Keyword(s):  
Sustainable Development ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
Economic Recovery ◽  
The Sustainable Development ◽  
Health And Wellbeing ◽  
Development Goals ◽  
Investment Agreements ◽  
Trade And Investment

The Sustainable Development Goals (SDGs) set aspirational objectives for governments, international organizations and other stakeholders seeking to support sustainable development to achieve by 2030 or before, as well as indicators to facilitate measurement of attainment levels. Chapter 19 is the first of three chapters exploring provisions from over 110 innovative bilateral and regional economic treaties that could facilitate achievement of certain SDGs and their associated targets, to enable countries to maximize opportunities for their economic accords to assist in effectively contributing towards achievement of the SDG targets, particularly in a time of post-pandemic economic recovery. This chapter addresses trade and investment agreements provisions relevant to a first set of SDGs which target ‘basic needs’ challenges: eradicating poverty (SDG 1); ending hunger (SDG 2); promoting health and wellbeing (SDG 3); ensuring quality education (SDG 4) and achieving gender equality (SDG 5). The chapter canvasses the requirements of each goal and provides examples of treaty provisions that address each SDG.

scholarly journals Agenda 2030's, “Leave no one behind”, in citizen science?

2021 ◽  
Vol 20 (06) ◽  
pp. A07
Author(s):  
Madeleine Montanari ◽  
Liesbet Jacobs ◽  
Mordechai Haklay ◽  
Felix Kwabena Donkor ◽  
Maria Rosa Mondardini
Keyword(s):  
Sustainable Development ◽  
Citizen Science ◽  
Sustainable Development Goals ◽  
Three Dimensions ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Inclusive Practice ◽  
Five Factors ◽  
Development Goals

Citizen science (CS) is promoted as a useful practice for the achievement of the Sustainable Development Goals (SDGs). In this contribution we explore how CS aligns to the SDGs overarching pledge to ‘Leave no one behind’. We propose a framework to evaluate exclusionary processes in CS. We interlink three dimensions of CS inspired by existing CS typologies with five factors underpinning exclusionary processes. With this, we are able to situate existing literature on various exclusionary effects in CS within a structured framework. We hope this contribution sparks a discussion and inspires practitioners’ reflections on a more inclusive practice in CS.

scholarly journals Education for Agenda 2030: What Direction do We Want to Take Going Forward?

2020 ◽  
Vol 12 (5) ◽  
pp. 2035
Author(s):  
Leire Agirreazkuenaga
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Sustainability Education ◽  
Holistic Approach ◽  
Integrative Approach ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Sustainable Education ◽  
Proposed Model ◽  
Development Goals

In the field of education, the concept of environment and sustainable education, and the use of some terms in this field, have developed since their beginning. The United Nations Agenda 2030 of the Sustainable Development Goals (SDGs) gives some clues about and opportunities to reflect upon which concepts and directions to take in the field of education towards promoting sustainability. This paper addresses the issue of the currently fragmented concepts in relation to environmental and sustainability education, and proposes a more comprehensive vision to better advance the path towards education and sustainability. This paper: (1) addresses the main historical milestones in the construction of the concept of environmental education and education for sustainable development; (2) analyzes the issue of which direction we should take within the framework of education in the era of the SDG Agenda 2030, taking emerging concepts such as learning for sustainability and sustainable education as references; and (3) proposes a holistic approach, described as education based on values. We conclude that a new integrative approach inspired by the education based on values concept, and integrating other concepts, will help to better conceptualize sustainability in education, as explained in the proposed model.

scholarly journals Case study: Using a codesign process as an opportunity and to increase assessment literacy and integrate the Sustainable Development Goals into learning and teaching.

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Debbie Bartlett
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Environmental Science ◽  
Quality Education ◽  
Assessment Literacy ◽  
The Sustainable Development ◽  
Learning And Teaching ◽  
Development Goals ◽  
Subject Areas

Abstract: This article first describes the importance of the Sustainable Development Goals to learning and teaching, both specifically for SDG 4 Quality Education, and the relevance of all 17 SDGs across subject areas.  It then describes how these became the focus to increase assessment literacy and engagement with feedback using Level 5 BSc Environmental Science and Geography students taking the Environmental Management module.  The benefits and challenges of using curriculum and assessment co-design are presented and the benefits for student engagement and assessment literacy evaluated.  

scholarly journals Brazil: main tasks of national education system to achieve Goal 4 “Quality education” of UN Agenda 2030

2019 ◽  
pp. 13-24
Author(s):  
E. Ermolieva
Keyword(s):  
Sustainable Development Goals ◽  
Quality Education ◽  
The Sustainable Development ◽  
National Education ◽  
Agenda 2030 ◽  
2030 Agenda ◽  
National Education System ◽  
Development Goals ◽  
Tackle Climate Change ◽  
National Programs

On 2016, the Sustainable Development Goals (SDGs) of the 2030 Agenda officially came into force. With its 17 Goals countries will mobilize efforts to end all forms of poverty, fight inequalities and tackle climate change on global, regional and national levels. Education is explicitly recognized in the SDGs as the Goal number 4. To achieve “inclusive and equitable quality education” countries started to develop national programs aiming to the implementation of the 2030 Agenda according to their specific needs and challenges. Brazil declared to adopt main SDGs in the country´s dimension, including the target “to ensure equal access of all people to quality education”.

scholarly journals The Critical Importance of Citizen Science Data

2021 ◽  
Vol 3 ◽  
Author(s):  
Alex de Sherbinin ◽  
Anne Bowser ◽  
Tyng-Ruey Chuang ◽  
Caren Cooper ◽  
Finn Danielsen ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Citizen Science ◽  
Sustainable Development Goals ◽  
Scientific Data ◽  
Science Data ◽  
The Sustainable Development ◽  
2030 Agenda ◽  
Crowdsourced Data ◽  
Data Stewardship ◽  
Development Goals

Citizen science is an important vehicle for democratizing science and promoting the goal of universal and equitable access to scientific data and information. Data generated by citizen science groups have become an increasingly important source for scientists, applied users and those pursuing the 2030 Agenda for Sustainable Development. Citizen science data are used extensively in studies of biodiversity and pollution; crowdsourced data are being used by UN operational agencies for humanitarian activities; and citizen scientists are providing data relevant to monitoring the sustainable development goals (SDGs). This article provides an International Science Council (ISC) perspective on citizen science data generating activities in support of the 2030 Agenda and on needed improvements to the citizen science community's data stewardship practices for the benefit of science and society by presenting results of research undertaken by an ISC-sponsored Task Group.

scholarly journals Dados abertos e ciência cidadã em instituições de memória

2020 ◽  
pp. 92-98
Author(s):  
Ana Margarida Dias da Silva ◽  
Leonor Calvão Borges ◽  
Luísa Alvim
Keyword(s):  
Web 2.0 ◽  
Citizen Science ◽  
Open Data ◽  
Open Science ◽  
Scientific Data ◽  
The Sustainable Development ◽  
Science Projects ◽  
National Archives ◽  
Development Goals ◽  
Science Movement

The open science movement, based on the statements of Budapest (2002), Bethesda (2003) and Berlin (2003), and in line with the Sustainable Development Goals, defined by the UN in 2015, aims at accessing scientific literature through free availability and widespread scientific data on the WWW. In memory institutions, the availability of open access content aims to connect with users, in a new form of relationship benefited by the use of Web 2.0 platforms and citizen science projects. The purpose of this article is to identify and map trends in open data and citizen science projects in the National Archives, Library and Museum and to verify whether they are (or not) aligned with their foreign counterparts. It concludes by the still incipient but growing trend in Portugal, which can be partially explained by the fact that the coordination services in these areas do not promote projects on the Web 2.0.

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