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Implementing citizen science programmes in the context of university gardens to promote preservice teachers' scientific literacy: a study case on soil

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Implementing citizen science programmes in the context of university gardens to promote preservice teachers' scientific literacy: a study case on soil

dc.contributor.author	Eugenio-Gozalbo, Marcia
dc.contributor.author	Zuazagoitia, Daniel
dc.contributor.author	Ruiz-González, Aritz
dc.contributor.author	Corrochano, Diego
dc.contributor.author	Hurtado-Soler, Amparo
dc.contributor.author	Talavera, Marta
dc.date.accessioned	2023-05-25T12:31:23Z
dc.date.available	2023-05-25T12:31:23Z
dc.date.issued	2022
dc.identifier.citation	Eugenio-Gozalbo, Marcia Zuazagoitia, Daniel Ruiz-González, Aritz Corrochano, Diego Hurtado-Soler, Amparo Talavera, Marta 2022 Implementing citizen science programmes in the context of university gardens to promote preservice teachers' scientific literacy: a study case on soil International Journal of Science Education 44 10 1619 1638
dc.identifier.uri	https://hdl.handle.net/10550/86941
dc.description.abstract	This work presents an assessment of pre-service teachers' argumentative practice, after implementing a novel teaching-learning sequence on soil health including a citizen science programme, which was applied outdoors at the university garden. The sequence was implemented at five Spanish universities with 351 undergraduates studying Early Childhood and Primary Teacher Education. It posed a final assessment task consisting in a real-world situation that involved making decisions on science-related issues: students needed to argue whether it was possible to use a piece of land as a school garden, based on soil data provided in a variety of formats. To assess participants' level of achievement, a rubric was specifically designed by adapting the Evidence-Explanation Continuum approach, which was applied to a subsample of 123 answers (35%). Results evidenced that the process of knowledge-building discourse from initial data to final explanations involved a series of transformations of increasing difficulty, since the percentage of students who were able to correctly accomplish them decreased a long the continuum. Including the citizen science programme promoted the development of basic aspects of scientific literacy related to interpreting data and evidence scientifically but, for students to be generally capable of drawing evidence-based conclusions, argumentation practices should be regularly included in science classes.
dc.language.iso	eng
dc.relation.ispartof	International Journal of Science Education, 2022, vol. 44, num. 10, p. 1619-1638
dc.subject	Disseny curricular
dc.subject	Educació ambiental
dc.subject	Sòl, Ús urbà del
dc.title	Implementing citizen science programmes in the context of university gardens to promote preservice teachers' scientific literacy: a study case on soil
dc.type	journal article
dc.date.updated	2023-05-25T12:31:23Z
dc.identifier.doi	10.1080/09500693.2022.2088877
dc.identifier.idgrec	155023
dc.rights.accessRights	open access