Citizen Science and Citizen Energy Communities: A Systematic Review and Potential Alliances for SDGs

Citizen science and citizen energy communities are pluralistic terms that refer to a constellation of methods, projects, and outreach activities; however, citizen science and citizen energy communities are rarely, if ever, explicitly aligned. Our searches for “citizen science” and “energy” produced limited results and “citizen science” and “energy communities” produced zero. Therefore, to outline a future direction of citizen science, its potential alliances with energy communities, and their collaborative contributions to the Sustainable Development Goals, we performed a systematic literature review and analysis of “public participation” and “energy communities” using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRIMSA) guidelines. The results show four pathways through which current public participation in energy communities might be more explicitly aligned with citizen science projects: benefits and values, energy practices, intermediaries, and energy citizenship. Each of these pathways could engage citizen scientists in qualitative and quantitative research and increase scientific literacy about energy systems. Our call for citizen science to supplement current forms of participation builds from the “ecologies of participation” framework, itself an extension of co-productionist theories of science and technology studies. We conclude with a discussion of affordances and barriers to the alliances between citizen science and energy communities and their potential contributions to SDGs 7: Affordable and Clean Energy, 11: Sustainable Cities and Communities, 13: Climate Action, and 17: Partnerships for the Goals.

Download Full-text

Teaching Lifelong Research Skills in Residency: Implementation and Outcome of a Systematic Review and Meta-Analysis Course

Journal of Graduate Medical Education ◽

10.4300/jgme-d-14-00505.1 ◽

2015 ◽

Vol 7 (3) ◽

pp. 445-450 ◽

Cited By ~ 3

Author(s):

Seth Himelhoch ◽

Sarah Edwards ◽

Mark Ehrenreich ◽

M. Philip Luber

Keyword(s):

Systematic Review ◽

Systematic Reviews ◽

Scientific Literacy ◽

Learning Experience ◽

Meta Analysis ◽

Academic Productivity ◽

Fisher Exact Test ◽

Psychiatry Residents ◽

Research Skills ◽

Meta Analyses

ABSTRACT Background There is rising concern that fundamental scientific principles critical to lifelong learning and scientific literacy are not sufficiently addressed during residency. Objective We describe the development, implementation, and evaluation of a systematic review and meta-analysis course designed to improve residents' research literacy. Intervention We developed and implemented a novel, interactive, web-enhanced course for third-year psychiatry residents to provide the theoretical and methodological tools for conducting and reporting systematic reviews and meta-analyses. The course is based on Bloom's learning model, and established criteria for reporting systematic reviews and meta-analyses. Eight sequential learning objectives were linked to 8 well-specified assignments, with the objectives designed to build on one another and lead to the creation of a scientific manuscript. Results From 2010–2014, 54 third-year psychiatry residents (19 unique groups) successfully completed the course as part of a graduation requirement. The majority rated the course as being good or very good, and participants reported a statistically significant increase in their confidence to conduct systematic reviews (χ2 = 23.3, P < .05) and meta-analyses (Fisher exact test, P < .05). Estimated total dedicated resident and faculty time over a period of 36 weeks was 36 to 72 hours and 60 hours, respectively. Residents' academic productivity included 11 conference presentations and 4 peer-reviewed published manuscripts, with 2 residents who were awarded honors for their projects. Conclusions A formal training course in systematic reviews and meta-analyses offers a valuable learning experience, which enhances residents' research skills and academic productivity in a feasible and sustainable approach.

Download Full-text

Board Games in Improving Pupils’ Speaking Skills: A Systematic Review

Sustainability ◽

10.3390/su13168772 ◽

2021 ◽

Vol 13 (16) ◽

pp. 8772

Author(s):

Catherine Wong Hui Tiing ◽

Melor Md Yunus

Keyword(s):

Systematic Review ◽

Research Design ◽

Quantitative Research ◽

Teaching And Learning ◽

Board Games ◽

Qualitative Research Design ◽

Prisma Statement ◽

Speaking Skill ◽

Meta Analyses ◽

Speaking Skills

English is a fundamental language to learn as it is used worldwide. The teaching and learning of English has been emphasized in Malaysia as English plays a major role in global communication. However, speaking performance was recorded as poor and weak among pupils in ESL classrooms. Previous researchers explored a myriad of communicative language activities to improve speaking skill. Board games are employed as one of the most useful tools to improve speaking skills among pupils. This systematic review was conducted to examine pupils’ perceptions on the use of board games in learning and speaking, as well as the usefulness of board games in improving their speaking skill. A total of 35 articles, from the period 2017–2021, were accessed through three databases: Google Scholar, ERIC and SAGE Journals. The review was conducted systematically based on the guidelines from the PRISMA statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Based on the articles gathered, the results showed that the qualitative research design was mostly used to collect pupils’ opinions on the use of board games, while quantitative research design was mostly used to evaluate the usefulness of board games in improving speaking. Overall, the systematic review revealed that board games had several positive impacts in pupils’ speaking performances such as improving speaking competency, enhancing motivation in speaking and increasing interpersonal interaction among pupils. It is suggested that future studies could focus on investigating teachers’ opinions on the use of board games in teaching and speaking.

Download Full-text

Online Citizen Science: A Systematic Review of Effects on Learning and Scientific Literacy

Citizen Science Theory and Practice ◽

10.5334/cstp.224 ◽

2020 ◽

Vol 5 (1) ◽

Cited By ~ 4

Author(s):

Maria Aristeidou ◽

Christothea Herodotou

Keyword(s):

Systematic Review ◽

Citizen Science ◽

Scientific Literacy

Download Full-text

Citizen Science: Probing the Virtues and Contexts of Participatory Research

Engaging Science Technology and Society ◽

10.17351/ests2016.99 ◽

2016 ◽

Vol 2 ◽

pp. 331 ◽

Cited By ~ 29

Author(s):

Aya H. Kimura ◽

Abby Kinchy

Keyword(s):

Citizen Science ◽

Scientific Literacy ◽

Science And Technology Studies ◽

Scientific Data ◽

Community Capacity ◽

Sample Collection ◽

Structural Forces ◽

The Social ◽

Building Community ◽

Lay Public

Citizen science is an increasingly popular activity, from bird counts to amateur water sample collection to air quality monitoring. Researchers and theorists in the field of science and technology studies (STS) have typically applauded these efforts because they make science more participatory, providing an example of the democratization of science, or, at least, more equitable engagement between experts and the lay public. However, a broader review of the literature on citizen science suggests that participation is but one of many virtues that practitioners and observers find in the practices of citizen science. This literature review makes two interventions. First, we discuss the dimensions of citizen science that do not easily fit in a typology or spectrum of participatory practices. We identify seven different virtues claimed of citizen science: increasing scientific data; increasing citizens' scientific literacy and awareness; building community capacity for environmental protection; building more equal relationship between scientists and citizens; filling knowledge gaps and challenging official accounts; driving policy change; and catching polluters. Second, we consider the social and political contexts that often create contradictory situations or dilemmas for citizen scientists. Going forward, a robust framework for the analysis of citizen science would not only address the ways scientific data is collected and put to a particular use, but also situate the project in relation to broader structural forces of scientization, neocolonialism, globalization, and neoliberalization.

Download Full-text

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

Mètode Revista de difusió de la investigació ◽

10.7203/metode.12.17824 ◽

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.

Download Full-text

Psychological and Cognitive Aspects of Borderline Intellectual Functioning

European Psychologist ◽

10.1027/1016-9040/a000293 ◽

2017 ◽

Vol 22 (3) ◽

pp. 159-166 ◽

Cited By ~ 2

Author(s):

Bastianina Contena ◽

Stefano Taddei

Keyword(s):

Quality Of Life ◽

Systematic Review ◽

Intellectual Functioning ◽

Clinical Impact ◽

Review Of The Literature ◽

Borderline Intellectual Functioning ◽

General Quality ◽

Meta Analyses ◽

Over Time

Abstract. Borderline Intellectual Functioning (BIF) refers to a global IQ ranging from 71 to 84, and it represents a condition of clinical attention for its association with other disorders and its influence on the outcomes of treatments and, in general, quality of life and adaptation. Furthermore, its definition has changed over time causing a relevant clinical impact. For this reason, a systematic review of the literature on this topic can promote an understanding of what has been studied, and can differentiate what is currently attributable to BIF from that which cannot be associated with this kind of intellectual functioning. Using Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) criteria, we have conducted a review of the literature about BIF. The results suggest that this condition is still associated with mental retardation, and only a few studies have focused specifically on this condition.

Download Full-text