RESUMO
BACKGROUND: Citizen science has evolved over the past decades by motivating members of the public to interact with scientists and actively participate in scientific research and monitoring. For this purpose, a proficient communication is mandatory in order to efficiently convey messages and reduce the gap of knowledge between scientists and lay people. In the present study, we aimed at evaluating the multiplying effect of children, who were trained to communicate their knowledge on an endangered bird species in order to engage the local community in the long-term ornithological monitoring of the free flying and individually marked colony of northern bald ibis (NBI, Geronticus eremita), which was established at the research station in 1997. METHODS: Pupils of the local primary schools were in regular contact with researchers, enjoyed outdoor encounters with the birds, and were invited to talk about their experience with as many people as possible. Later on, they acted as surveyors to assess the knowledge of the public on (i) the general knowledge about the species, (ii) specific knowledge about the local colony, and (iii) attitudes towards science. In two different years of evaluation (2012 and 2016) a total number of 387 persons were surveyed. The questions were generated together with the pupils and their teachers and the questionnaires were similar for both years of evaluation. All queries were in a closed format. RESULTS: Our results show an increase in the proportion of correct answers provided by the surveyed persons between the two years of evaluation. Education-based activities may encourage children to effectively act as multipliers of information and attitudes. This has the potential to induce sustainable changes with respect to attitude towards science, at least among local communities. Furthermore, the study suggests caution with the quality of some information reported by citizen scientists, which might be solved by more careful training actions and more specific information about local particularities. Even though the study would have gained more informative power with some additional precautions than in its current form, our findings recommend the empowerment of pupils as multipliers of scientific knowledge.
RESUMO
Beyond subject matter learning, primary science teaching aims at encouraging positive attitudes toward, and lasting interest in, science. This study tested whether the learning and science commitment of 8- to 10-year old pupils was affected by extracurricular learning opportunities involving repeated interactions with free-living northern bald ibis (Geronticus eremita; an endangered bird species) and professional researchers. To examine the project's efficacy, pupils' learning progress was monitored by repeated measures of knowledge (i) about northern bald ibises in specific, and (ii) of bird diversity in general. In addition, the children's attitudes toward science were monitored and their dynamic mental models of northern bald ibis' morphology and size were assessed from drawings. A total of 55 pupils from two schools were tested for eight months (before, during and after the experience). Control groups went through regular (curricular) science lessons with similar content and time investment. The extracurricular experience produced a clear learning progress with large effect sizes, which was particularly evident on a long timescale. In addition to subject matter knowledge, the project group pupils could name more bird species and expressed their views about the importance of scientific research for society in a higher proportion than control groups. Differences between schools suggest that project participation also changed the teacher's own interest in northern bald ibises, which affected learning in the control group taught by the same teacher. Beyond the pupils' language and reading skills, learning progress was also visible by scoring ibis-typical features in drawings; their mental models of relative size were not changed due to project participation, however. The results are discussed in reference to inducing and maintaining pupils' attitude and interest in a topic. The study adds empirical evidence for the potentials of advancing primary science education e. g. by fostering the collaboration of schools with scientists.
