A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development

Emerging technologies and community empowerment have driven citizen science (CS) projects. However, their impact remains vague, partly because of the difficulties in monitoring and standardizing these projects. Notably, the development of citizens' complex thinking is not among the primary goal...

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Detalles Bibliográficos
Autores: Jorge Sanabria Z, José Martín Molina Espinosa, Berenice Alfaro Ponce, Martina Vycudilíková Outlá
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:México
Institución:Instituto Tecnológico y de Estudios Superiores de Monterrey
Repositorio:Redalyc-ITESM
OAI Identifier:oai:redalyc.org:331470794006
Acceso en línea:https://www.redalyc.org/articulo.oa?id=331470794006
https://www.redalyc.org/journal/3314/331470794006/
https://www.redalyc.org/journal/3314/331470794006/html/
https://www.redalyc.org/journal/3314/331470794006/331470794006.epub
https://www.redalyc.org/journal/3314/331470794006/movil
https://doi.org/10.5944/ried.25.2.33052
Access Level:acceso abierto
Palabra clave:Educación
open science
citizen science
complex thinking
higher education
educational innovation
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spelling A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic DevelopmentJorge Sanabria ZJosé Martín Molina EspinosaBerenice Alfaro PonceMartina Vycudilíková OutláEducaciónopen sciencecitizen sciencecomplex thinkinghigher educationeducational innovationEmerging technologies and community empowerment have driven citizen science (CS) projects. However, their impact remains vague, partly because of the difficulties in monitoring and standardizing these projects. Notably, the development of citizens' complex thinking is not among the primary goals, despite the connection with the tenets of Education 4.0 and the training of socially committed citizens. Therefore, we propose a framework and typology to foster CS projects while scaling up complex thinking. We used the evidence-based educational innovation (EBEI) methodology and the Theory of Change (ToC) perspective, reviewing some of the most relevant frameworks under UNESCO's Open Science Recommendation. Findings from the CS projects analysis revealed that: (a) there is inattention to developing the sub-components of the complex thinking macro-competency; (b) a growing trend to develop frameworks for CS projects is taking place; (c) there is a prevalence of CS project frameworks focused on prevention and control, project evaluation and design, and education and research; (d) a framework with three dimensions based on ToC (Outbound, Threshold and Full-cycle) can guide the development of CS projects; and (e) an eight-component typology can measure the progress and impact of CS projects from the perspectives of Context-awareness, Citizen engagement, Infrastructure leverage, Technological innovation, Educational innovation, Outreach and Scale, Network building, and Complex thinking. We envision that the integrated framework and typology proposed, scaffolded by complex thinking, can comprehensively broaden the impact of CS initiatives.Asociación Iberoamericana de Educación Superior a Distancia2022info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdf1138-2783https://www.redalyc.org/articulo.oa?id=331470794006https://www.redalyc.org/journal/3314/331470794006/https://www.redalyc.org/journal/3314/331470794006/html/https://www.redalyc.org/journal/3314/331470794006/331470794006.epubhttps://www.redalyc.org/journal/3314/331470794006/movilhttps://doi.org/10.5944/ried.25.2.33052RIED-Revista Iberoamericana de Educación a Distancia (España) Num.2 Vol.25reponame:Redalyc-ITESMinstname:Instituto Tecnológico y de Estudios Superiores de Monterreyinstacron:ITESMenhttp://www.redalyc.org/revista.oa?id=3314RIED-Revista Iberoamericana de Educación a Distanciainfo:eu-repo/semantics/openAccessoai:redalyc.org:3314707940062024-08-23T15:28:14Z
dc.title.none.fl_str_mv A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development
title A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development
spellingShingle A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development
Jorge Sanabria Z
Educación
open science
citizen science
complex thinking
higher education
educational innovation
title_short A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development
title_full A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development
title_fullStr A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development
title_full_unstemmed A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development
title_sort A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development
dc.creator.none.fl_str_mv Jorge Sanabria Z
José Martín Molina Espinosa
Berenice Alfaro Ponce
Martina Vycudilíková Outlá
author Jorge Sanabria Z
author_facet Jorge Sanabria Z
José Martín Molina Espinosa
Berenice Alfaro Ponce
Martina Vycudilíková Outlá
author_role author
author2 José Martín Molina Espinosa
Berenice Alfaro Ponce
Martina Vycudilíková Outlá
author2_role author
author
author
dc.subject.none.fl_str_mv Educación
open science
citizen science
complex thinking
higher education
educational innovation
topic Educación
open science
citizen science
complex thinking
higher education
educational innovation
description Emerging technologies and community empowerment have driven citizen science (CS) projects. However, their impact remains vague, partly because of the difficulties in monitoring and standardizing these projects. Notably, the development of citizens' complex thinking is not among the primary goals, despite the connection with the tenets of Education 4.0 and the training of socially committed citizens. Therefore, we propose a framework and typology to foster CS projects while scaling up complex thinking. We used the evidence-based educational innovation (EBEI) methodology and the Theory of Change (ToC) perspective, reviewing some of the most relevant frameworks under UNESCO's Open Science Recommendation. Findings from the CS projects analysis revealed that: (a) there is inattention to developing the sub-components of the complex thinking macro-competency; (b) a growing trend to develop frameworks for CS projects is taking place; (c) there is a prevalence of CS project frameworks focused on prevention and control, project evaluation and design, and education and research; (d) a framework with three dimensions based on ToC (Outbound, Threshold and Full-cycle) can guide the development of CS projects; and (e) an eight-component typology can measure the progress and impact of CS projects from the perspectives of Context-awareness, Citizen engagement, Infrastructure leverage, Technological innovation, Educational innovation, Outreach and Scale, Network building, and Complex thinking. We envision that the integrated framework and typology proposed, scaffolded by complex thinking, can comprehensively broaden the impact of CS initiatives.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv 1138-2783
https://www.redalyc.org/articulo.oa?id=331470794006
https://www.redalyc.org/journal/3314/331470794006/
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https://www.redalyc.org/journal/3314/331470794006/331470794006.epub
https://www.redalyc.org/journal/3314/331470794006/movil
https://doi.org/10.5944/ried.25.2.33052
identifier_str_mv 1138-2783
url https://www.redalyc.org/articulo.oa?id=331470794006
https://www.redalyc.org/journal/3314/331470794006/
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https://www.redalyc.org/journal/3314/331470794006/331470794006.epub
https://www.redalyc.org/journal/3314/331470794006/movil
https://doi.org/10.5944/ried.25.2.33052
dc.language.none.fl_str_mv en
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dc.relation.none.fl_str_mv http://www.redalyc.org/revista.oa?id=3314
dc.rights.none.fl_str_mv RIED-Revista Iberoamericana de Educación a Distancia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv RIED-Revista Iberoamericana de Educación a Distancia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Asociación Iberoamericana de Educación Superior a Distancia
publisher.none.fl_str_mv Asociación Iberoamericana de Educación Superior a Distancia
dc.source.none.fl_str_mv RIED-Revista Iberoamericana de Educación a Distancia (España) Num.2 Vol.25
reponame:Redalyc-ITESM
instname:Instituto Tecnológico y de Estudios Superiores de Monterrey
instacron:ITESM
instname_str Instituto Tecnológico y de Estudios Superiores de Monterrey
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