scholarly journals Learning Plant Biodiversity in Nature: The Use of the Citizen–Science Platform iNaturalist as a Collaborative Tool in Secondary Education

2021 ◽  
Vol 13 (2) ◽  
pp. 735 ◽  
Author(s):  
Andres Echeverria ◽  
Idoia Ariz ◽  
Judit Moreno ◽  
Javier Peralta ◽  
Esther M. Gonzalez

Biodiversity is a concept of great scientific interest and social value studied in different subjects of the secondary education curriculum. Citizen–science programs may contribute to increasing the engagement of students when studying biodiversity. This work aimed to explore the use of the citizen–science platform iNaturalist as a complement of the elaboration of herbaria in an outdoor activity for 4th course 16-year-old students in the Basaula Reserve. The platform iNaturalist was chosen for its suitability to develop collaborative projects in an educational context. The Basaula project was created and 122 students were trained to record plant species in an outdoor activity. A total of 32 species were recorded, among them the most abundant were beech (Fagus sylvatica) and holm oak (Quercus ilex). The students positively evaluated their experience, highlighting its adequacy to record biodiversity data and make a virtual herbarium. Students valued the innovative character of iNaturalist and its usefulness for research but also the opportunity to integrate mobile devices in school education. We concluded that iNaturalist is a valuable tool to carry out collaborative projects dealing with biodiversity in secondary education.

Author(s):  
Natalya Ivanova ◽  
Maxim Shashkov

Currently Russia doesn't have a national biodiversity information system, and is still not a GBIF (Global Biodiversity Information Facility) member. Nevertheless, GBIF is the largest source of biodiversity data for Russia. As of August 2020, >5M species occurrences were available through the GBIF portal, of which 54% were published by Russian organisations. There are 107 institutions from Russia that have become GBIF publishers and 357 datasets have been published. The important trend of data mobilization in Russia is driven by the considerable contribution of citizen science. The most popular platform is iNaturalist. This year, the related GBIF dataset (Ueda 2020) became the largest one for Russia (793,049 species occurrences as of 2020-08-11). The first observation for Russia was posted in 2011, but iNaturalist started becoming popular in 2017. That year, 88 observers added >4500 observations that represented 1390 new species for Russia, 7- and 2-fold more respectively, than for the previous 6 years. Now we have nearly 12,000 observers, about 15,000 observed species and >1M research-grade observations. The ratio of observations for Tracheophyta, Chordata, and Arthropoda in Russia is different compared to the global scale. There are almost an equal amount of observations in the global iNaturalist GBIF dataset for these groups. At the same time in Russia, vascular plants make up 2/3rds of the observations. That is due to the "Flora of Russia" project, which attracted many professional botanists both as observers and experts. Thanks to their activity, Russia has a high proportion of research-grade observations in iNaturalist, 78% versus 60% globally. Another consequence of wide participation by professional researchers is the high rate of species accumulation. For some taxonomic groups conspicuous species were already revealed. There are about 850 bird species in Russia of which 398 species were observed in 2018, and only 83 new species in 2019. Currently, the number of new species recorded over time is decreasing despite the increase in observers and overall user activity. Russian iNaturalist observers have shared a lot of archive photos (taken during past years). In 2018, it was nearly 1/4 of the total number of observations and about 3/4 of new species for the year, with similar trends observed during 2019. Usually archive photos are posted from December until April, but the 2020 pandemic lockdown spurred a new wave of archive photo mobilisation in April and May. There are many iNaturalist projects for protected areas in Russia: 27 for strict nature reserves and national parks, and about 300 for others. About 100,000 observations (7.5% of all Russian observations) from the umbrella project "Protected areas of Russia" represent >34% of the species diversity observed in Russia. For some regions, e.g., Novosibirsk, Nizhniy Novgorod and Vladimir Oblasts, almost all protected areas are covered by iNaturalist projects, and are often their only source of available biodiversity data. There are also other popular citizen science platforms developed by Russian researchers. The first one is the Russian birdwatching network RU-BIRDS.RU. The related GBIF dataset (Ukolov et al. 2019) is the third largest dataset for Russia (>370,000 species occurrences). Another Russian citizen science system is wildlifemonitoring.ru, which includes thematic resources for different taxonomic groups of vertebrates. This is the crowd-sourced web-GIS maintained by the Siberian Environmental Center NGO in Novosibirsk. It is noteworthy that iNaturalist activities in Russia are developed more as a social network than as a way to attract volunteers to participate in scientific research. Of 746 citations in the iNaturalist dataset, only 18 articles include co-authors from Russia. iNaturalist data are used for the management of regional red lists (in the Republic of Bashkortostan, Novosibirsk Oblast and others), and as an additional information source for regional inventories. RU-BIRDS data were used in the European Russia Breeding Bird Atlas and the new edition of the European Breeding Bird Atlas. In Russia, citizen science activities significantly contribute to filling gaps in the global biodiversity map. However, Russian iNaturalist observations available through GBIF originate from the USA. It is not ideal, because the iNaturalist GBIF dataset is growing rapidly, and in the future it will represent more than all other datasets for Russia combined. In our opinion, iNaturalist data should be repatriated during the process of publishing through GBIF, as it is implemented for the eBird dataset (Levatich and Ligocki 2020).


2021 ◽  
Vol 9 ◽  
Author(s):  
Ofer Arazy ◽  
Dan Malkinson

Citizen science, whereby ordinary citizens participate in scientific endeavors, is widely used for biodiversity monitoring, most commonly by relying on unstructured monitoring approaches. Notwithstanding the potential of unstructured citizen science to engage the public and collect large amounts of biodiversity data, observers’ considerations regarding what, where and when to monitor result in biases in the aggregate database, thus impeding the ability to draw conclusions about trends in species’ spatio-temporal distribution. Hence, the goal of this study is to enhance our understanding of observer-based biases in citizen science for biodiversity monitoring. Toward this goals we: (a) develop a conceptual framework of observers’ decision-making process along the steps of monitor – > record and share, identifying the considerations that take place at each step, specifically highlighting the factors that influence the decisions of whether to record an observation (b) propose an approach for operationalizing the framework using a targeted and focused questionnaire, which gauges observers’ preferences and behavior throughout the decision-making steps, and (c) illustrate the questionnaire’s ability to capture the factors driving observer-based biases by employing data from a local project on the iNaturalist platform. Our discussion highlights the paper’s theoretical contributions and proposes ways in which our approach for semi-structuring unstructured citizen science data could be used to mitigate observer-based biases, potentially making the collected biodiversity data usable for scientific and regulatory purposes.


Author(s):  
Estefanía Martínez Valdivia ◽  
Enriqueta Molina Ruiz

Resumen:El estudio trata el tema del fracaso escolar centrado en el contexto educativo como posible marco generador del mismo, interesando averiguar el papel que tanto la escuela, -en cuanto institución mediante su organización y funcionamiento-, como el profesor, -a través de su actuación en el aula-, puedan jugar en su presencia y desarrollo. Se aborda desde una metodología cualitativa pretendiendo comprender el problema del fracaso escolar en profundidad, situándonos en Educación Secundaria Obligatoria y apoyándonos en relatos de profesores jubilados con amplia experiencia en situaciones de fracaso escolar. Los instrumentos de recogida de datos han sido las entrevistas. El análisis de los datos se ha realizado con ayuda del programa QRS Nvivo 11 Plus. Los resultados presentan posibles factores que, desde las propias instituciones educativas, pueden contribuir a generar fracaso escolar. Aparecen organizados en dos bloques: derivados de la escuela y su organización; derivados de la intervención docente.Resumen: El estudio trata el tema del fracaso escolar centrado en el contexto educativo como posible marco generador del mismo, interesando averiguar el papel que tanto la escuela, -en cuanto institución mediante su organización y funcionamiento-, como el profesor, -a través de su actuación en el aula-, puedan jugar en su presencia y desarrollo. Se aborda desde una metodología cualitativa pretendiendo comprender el problema del fracaso escolar en profundidad, situándonos en Educación Secundaria Obligatoria y apoyándonos en relatos de profesores jubilados con amplia experiencia en situaciones de fracaso escolar. Los instrumentos de recogida de datos han sido las entrevistas. El análisis de los datos se ha realizado con ayuda del programa QRS Nvivo 11 Plus. Los resultados presentan posibles factores que, desde las propias instituciones educativas, pueden contribuir a generar fracaso escolar. Aparecen organizados en dos bloques: derivados de la escuela y su organización; derivados de la intervención docente.Abstract:The study addresses the issue of school failure focused on the educational context as possible under the same generator, interesting to figure out the role that both the school as an institutionin through their organization and operation-, as the teacher, -through its performance in the classroom-, they can play in their presence and development. It is approached from a qualitative methodology pretending to understand the problem of school failure in depth, placing ourselves in Secondary Education and relying on accounts of retired teachers with extensive experience in situations of school failure. The instruments were the interviews. The data analysis was performed using the QRS NVivo 11 Plus program. The results show possible factors, from the educational institutions can contribute to the generation school failure. They are organized in two blocks: derived from the school and its organization; derived from the educational intervention.


Author(s):  
Diego Ardura ◽  
Ángela Zamora ◽  
Alberto Pérez-Bitrián

The present investigation aims to analyze the effect of motivation on students’ causal attributions to choose or abandon chemistry when it first becomes optional in the secondary education curriculum in Spain. Attributions to the effect of the family and to the teacher and classroom methodology were found to be common predictors of the choice to all the students in the sample. However, our analyses point to a significant effect of the students’ motivation in other types of attributions. In the case of at-risk of abandonment students, specific causal attributions to the effect of friends and to the subject's relationship with mathematics were found. On the other hand, the effect of media was a significant predictor only in the case of highly-motivated students. Our study provides several suggestions for teachers, schools, and administrations to design counseling strategies to help students make the right choices.


2018 ◽  
Vol 23 (3) ◽  
pp. 311-330
Author(s):  
Marc Van Kerchove

Abstract Cyriel Buysse? No, I don’t know him! The Geschiedenis van de Nederlandse literatuur (GNL) and the schoolbooks in secondary education in Flanders. Cyriel Buysse as case studySchoolbooks as they are used in secondary education in Flanders often determine the way an author is presented and taught. For most pupils these schoolbooks are the only remaining source to get into contact with literature in an educational context. Many literary authors are subject to a double reduction. Not only an inevitable quantitative reduction of their complete works but also a reduction concerning content in order to use them as typical examples of a literary period. Tools like the GNL among others can supply however a broader view on these authors. In this article we discuss the importance of schoolbooks, the way they are organised and how they can possibly benefit from the GNL. We use the author Cyriel Buysse (1859-1932) as an example.


Religions ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 110
Author(s):  
Naïma Lafrarchi

Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.


BioScience ◽  
2020 ◽  
Author(s):  
Corey T Callaghan ◽  
Alistair G B Poore ◽  
Thomas Mesaglio ◽  
Angela T Moles ◽  
Shinichi Nakagawa ◽  
...  

Abstract Citizen science is fundamentally shifting the future of biodiversity research. But although citizen science observations are contributing an increasingly large proportion of biodiversity data, they only feature in a relatively small percentage of research papers on biodiversity. We provide our perspective on three frontiers of citizen science research, areas that we feel to date have had minimal scientific exploration but that we believe deserve greater attention as they present substantial opportunities for the future of biodiversity research: sampling the undersampled, capitalizing on citizen science's unique ability to sample poorly sampled taxa and regions of the world, reducing taxonomic and spatial biases in global biodiversity data sets; estimating abundance and density in space and time, develop techniques to derive taxon-specific densities from presence or absence and presence-only data; and capitalizing on secondary data collection, moving beyond data on the occurrence of single species and gain further understanding of ecological interactions among species or habitats. The contribution of citizen science to understanding the important biodiversity questions of our time should be more fully realized.


Author(s):  
Carrie Seltzer

Since 2008, iNaturalist has been crowdsourcing identifications for biodiversity observations collected by citizen scientists. Today iNaturalist has over 25 million records of wild biodiversity with photo or audio evidence, from every country, representing more than 230,000 species, collected by over 700,000 people, and with 90,000 people helping others with identifications. Hundreds of publications have used iNaturalist data to advance research, conservation, and policy. There are three key themes that iNaturalist has embraced: social interaction; shareability of data, tools, and code; and scalability of the platform and community. The keynote will share reflections on what has (and has not) worked for iNaturalist while drawing on other examples from biodiversity informatics and citizen science. Insights about user motivations, synergistic collaborations, and strategic decisions about scaling offer some transferable approaches to address the broadly applicable questions: Which species is represented? How do we make the best use of the available biodiversity information? And how do we build something viable and enduring in the process?


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