图书情报工作

图书情报工作 >

2021 , Vol. 65 >Issue 11: 123 - 132

DOI: https://doi.org/10.13266/j.issn.0252-3116.2021.11.013

综述述评

公众科学情境下科学素养研究:全球进展及我国启示

  • 徐孝娟 ,
  • 吴曼丽 ,
  • 邓金雨 ,
  • 赵宇翔
展开
  • 1. 安徽大学管理学院 合肥, 230039;
    2. 华中科技大学新闻与信息传播学院 武汉, 430074;
    3. 南京理工大学经济管理学院 南京, 210093
徐孝娟(ORCID:0000-0003-1644-7352),副教授,博士;邓金雨(ORCID:0000-0001-5717-6072),本科生;赵宇翔(ORCID:0000-0001-9281-3030),教授,博士生导师。

收稿日期: 2020-11-12

  修回日期: 2021-03-01

  网络出版日期: 2021-06-10

基金资助

本文系国家社会科学基金青年项目"数字人文视角下特藏资源建设的众包模式驱动因素与激励设计研究"（项目编号：17CTQ001）研究成果之一。

收起

The Preliminary Exploration on Scientific Literacy Based on Citizen Science and Its Enlightenment to China

  • Xu Xiaojuan ,
  • Wu Manli ,
  • Deng Jinyu ,
  • Zhao Yuxiang
Expand
  • 1. School of Management, Anhui University, Hefei 230039;
    2. Journalism and Information Communication School, Huazhong University of Science and Technology, Wuhan 430074;
    3. School of Economics and Management Nanjing, University of Science and Technology, Nanjing 210093

Received date: 2020-11-12

  Revised date: 2021-03-01

  Online published: 2021-06-10

Fold

摘要

[目的/意义] 对国外现有研究进行分析总结，旨在厘清公众科学情境下科学素养的内涵、理论、工具方法及影响因素，为我国相关研究的开展提供指导。[方法/过程] 基于主题内容分析法，探索目前公众科学情境下科学素养相关理论成果。[结果/结论] 研究发现：公众科学情境下科学素养内涵可划分为"大素养观"和"小素养观"；科学素养测量指标主要集中在知识、理解、态度维度，方法上涉及定性、定量、及定性定量结合，为提高测量灵敏性，部分学者引入教育学、行为学、信息学等领域理论自行开发测量工具；科学目标和教育目标的平衡是一个动态发展过程，科学素养的影响路径尚未形成比较完善的模型体系。通过对上述研究的总结述评，建议我国公众科学情境下科学素养的研究可从对象、工具、因素及外部环境维度等方面展开后续工作。

关键词： 公众科学; 科学素养; 教育目标; 科学目标; 非正式教育

本文引用格式

徐孝娟 , 吴曼丽 , 邓金雨 , 赵宇翔 . 公众科学情境下科学素养研究:全球进展及我国启示[J]. 图书情报工作, 2021 , 65(11) : 123 -132 . DOI: 10.13266/j.issn.0252-3116.2021.11.013

Abstract

[Purpose/significance] This paper analyzed and summarized the existing studies abroad, aiming at clarifying the concepts, theories, tools and methods, and influencing factors of scientific literacy in the context of citizen science, and provided guidance for the development of relevant studies in China. [Method/process] We identify the current scientific literacy based on citizen science of related theoretical results by the method of the theme of content analysis.[Result/conclusion] The results show that the concepts of scientific literacy in citizen science context can be divided into "general literacy " and "specific literacy". The measurement indicators of scientific literacy mainly focus on the dimensions of knowledge, understanding and attitude, and the methods involve qualitative, quantitative and mixed methods. In order to improve the sensitivity of measurement, the theories in pedagogy, behavioral science and information science are introduced to develop measurement tools. The balance between scientific goals and educational goals is a dynamic development process, and the influence path of scientific literacy has not yet formed a systematic framework. The literature review enlightens that the development of scientific literacy in the context of citizen science in China can concentrate on the participants, measurement tools, influencing factors and the external environment.

Key words： citizen science; scientific literacy; educational goals; scientific goals; informal education

参考文献

[1] SIAROVA H, STERNADEL D, SZÖNYI E. Research for CULT committee-science and scientific literacy as an educational challenge[R]. Belgium Brussel: European parliament, policy department for structural and cohesion policies, brussels, 2019.
[2] 王春丽,顾小清.中学生信息技术使用及其对科学素养的影响——基于PISA数据的中芬比较研究[J].中国远程教育,2019(5):47-56.
[3] 严晓梅,万青青,高博俊,等.数字化转型视域下欧盟科学素养培养新动向——《作为教育挑战的科学和科学素养》报告解读与启示[J].开放教育研究,2020,26(4):37-44.
[4] WANG Y, LAVONEN J, TIRRI K. An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland[J]. International journal of science education, 2019, 41(11): 1435-1456.
[5] KELLING S, JOHNSTON A, BONN A, et al. Using semistructured surveys to improve citizen science data for monitoring biodiversity[J]. BioScience, 2019, 69(3): 170-179.
[6] JENNETT C, KLOETZER L, SCHNEIDER D, et al. Motivations, learning and creativity in online citizen science[J]. Journal of science communication, 2016, 15(3):1-23.
[7] RADDICK M J, PRATHER E E, WALLACE C S. Galaxy zoo: science content knowledge of citizen scientists[J]. Public understanding of science, 2019, 28(6):636-651.
[8] IRWIN A. Constructing the scientific citizen: science and democracy in the biosciences[J]. Public understanding of science, 2001,1(10): 1-18.
[9] CHAI Y, MIAO C, SUN B, et al. Crowd science and engineering: concept and research framework[J]. International journal of crowd science, 2017,1(1): 2-8.
[10] ZENG Q, WEI Q, LEI G. Contribution of citizen science towards cryptic species census: ‘many eyes’ define wintering range of the scaly-sided merganser in Mainland China[J]. Avian research,2018,1(9):1-10.
[11] 赵宇翔,刘周颖,刘炜,等.创意类开放数据竞赛作品评价指标体系构建与测定——以数字人文项目为例[J].中国图书馆学报,2020,46(2):75-95.
[12] 刘炜,谢蓉,张磊,等.面向人文研究的国家数据基础设施建设[J].中国图书馆学报,2016,42(5):29-39.
[13] 赵宇翔.科研众包视角下公众科学项目刍议:概念解析、模式探索及学科机遇[J].中国图书馆学报,2017,43(5):42-56.
[14] 金瑛,张晓林,胡智慧.公众科学的发展与挑战[J].图书情报工作,2019,63(13):28-33.
[15] 钟启泉.国外"科学素养"说与理科课程改革[J].比较教育研究,1997(1):16-21.
[16] MILLER J D. Scientific literacy: a conceptual and empirical review[J].Daedalus, 1983,112(2),29-48.
[17] MILLER J D. Public understanding of, and attitudes toward, scientific research: what we know and what we need to know[J].Public understanding of science, 2004,9(13):273-294.
[18] PELLA M O, OTHERS A. Scientific literacy in the aerospace age[R]. America Wisconsin Medison: Citizenship responsibility, 1966.
[19] SHEN B S P. Science literacy and the public understanding of science[M]//DAY S B. Communication of scientific information. Basel: Karger Publishers, 1975: 44-52.
[20] LAUGKSCH R C. Scientific literacy: a conceptual overview[J]. Science education, 2000, 84(1):71-94.
[21] MAIENSCHEIN J. Commentary: to the future - arguments for scientific literacy[J]. Science communication, 1999,1(21): 75-87.
[22] JORDAN R, GRAY S, HOWE D V, et al. Knowledge gain and behavioral change in citizen-science programs[J]. Conservation biology, 2011, 25(6): 1148-1154.
[23] HSU C, CHANG Y, LIU C. Can short-term citizen science training increase knowledge, improve attitudes, and change behavior to protect land crabs?[J]. Sustainability, 2019, 11(14):1-15.
[24] BONNEY R, BALLARD H, JORDAN R, et al. Public participation in scientific research: defining the field and assessing its potential for informal science education. a caise inquiry group report[J]. Online submission, 2009,7(1):58-70.
[25] PITT A,SCHULTZ C A,VASKE J J. Engaging youth in public lands monitoring: opportunities for enhancing ecological literacy and environmental stewardship.[J].Environmental education research,2019,9(25):1386-1399.
[26] SCHNEIDERHAN-OPEL J, BOGNER F X. FutureForest: promoting biodiversity literacy by implementing citizen science in the classroom[J]. The American biology teacher, 2020, 82(4): 234-240.
[27] KLOETZER L, COSTA J D, SCHNEIDER D. Not so passive: engagement and learning in volunteer computing projects[J].Human computation, 2016, 1(3): 25-68.
[28] SILVA P D D, HEATON L. Fostering digital and scientific literacy: Learning through practice[J]. First Monday, 2017, 22(6):21-37.
[29] BROSSARD D, LEWENSTEIN B, BONNEY R. Scientific knowledge and attitude change: the impact of a citizen science project[J]. International journal of science education, 2005, 27(9): 1099-1121.
[30] CRONJE R, ROHLINGER S, CRALL A W, et al. Does participation in citizen science improve scientific literacy? a study to compare assessment methods[J]. Applied environmental education & communication, 2011, 10(3): 135-145.
[31] CRALL A W, JORDAN R, HOLFELDER K, et al. The impacts of an invasive species citizen science training program on participant attitudes, behavior, and science literacy[J]. Public understanding of science, 2013, 22(6): 745-764.
[32] PRICE C A, LEE H S. Changes in participants’ scientific attitudes and epistemological beliefs during an astronomical citizen science project[J]. Journal of research in science teaching, 2013, 50(7): 773-801.
[33] CRONIN D P, MESSEMER J E. Elevating adult civic science literacy through a renewed citizen science paradigm[J]. Adult learning, 2013, 24(4): 143-150.
[34] WESTLAND J H. The effect of a citizen science project conducted in the classroom on students age 9-13 on attitudes towards science and connection to nature[D]. Netherlands Utrecht: Utrecht University, 2019.
[35] EVANS C, ABRAMS E, REITSMA R, et al. The Neighborhood Nestwatch program: participant outcomes of a citizen‐science ecological research project[J]. Conservation biology, 2010, 19(3):589-594.
[36] CROWSTON K, Østerlund C, LEE T K, et al. Knowledge tracing to model learning in online citizen science projects[J].IEEE transactions on learning technologies.2019,1(13):123-134.
[37] TRUMBULL D J, BONNNEY R, BASCOM D, et al. Thinking scientifically during participation in a citizen-science project[J]. Science education, 2000, 84(2):265-275.
[38] BONNEY R, PHILIPS T B, BALLARD H L, et al. Can citizen science enhance public understanding of science? [J]. Public understanding of science, 2016,25(1):2-16.
[39] MAHAJAN S, KUMAR P, PINTO A, et al. A citizen science approach for enhancing public understanding of air pollution[J]. Sustainable cities and society, 2020,11(52): 101-180.
[40] WOLFSON K B. Citizen science: a tool for scientific discovery and influencing science attitudes in museums[D]. America Boulder Colorado: University of Colorado at Boulder, 2015.
[41] ARISTEIDOU M, HERODOTOU C. Online citizen science: a systematic review of effects on learning and scientific literacy[J]. Citizen science: theory and practice, 2020,5(1):1-12.
[42] LAND-ZANDSTRA A M, DEVILEE J L A, SNIK F, et al. Citizen science on a smartphone: participants’motivations and learning[J]. Public understanding of science, 2016, 25(1): 45-60.
[43] SAGY O, GOLUMBIC Y N, ABRAMSKY B H, et al. Citizen science: an opportunity for learning in the networked society[M]//KALI Y,BARAM-TSABARI A,SCHEJTER A M. Learning in a networked society. Gewerbestrasse Cham: Springer,2019: 97-115.
[44] LLORENTE C, REVUELTA G, CARRIÓ M, et al. Scientists’ opinions and attitudes towards citizens’ understanding of science and their role in public engagement activities[J].Plos one,2019,11(14):1-20.
[45] VIANNA N, LOBAO C, AGUIAR M, et al. Citizen science and literacy scientific: public engagement strategies in urban air pollution[J]. Environmental epidemiology, 2019,12(3): 413-432.
Options
文章导航

/

〈 〉