- Online citizen science uses the web to let volunteers contribute to scientific projects. For example, volunteers can explore populations of species on the seafloor or on the Antarctic Peninsula . They can classify images of the formation of galaxies or suspected planets . They can help create a 3D atlas of the human brain .
- These projects can provide a range of science opportunities for participants. There is strong potential for the kind of learning required by NZC in science to be developed from participation in them.
- Research shows that people using these sites do learn about scientific challenges and develop scientific skills , but little is known about the impact of their use purposefully in schools. We are interested in how they can address the intentions of the NZC, particularly with respect to the science capabilities for citizenship.
|Dr Markus Luczak-Roesch is a senior lecturer in information systems at the School for Information Management at Victoria University of Wellington. A computer scientist by education, Markus asks research questions on the fundamental properties of information in socio-technical systems as well as humans in the information age. Among the information systems Markus is studying are online communities, peer-production as well as crowdsourcing systems, and, most significantly, citizen science platforms.|
|Dr Dayle Anderson is a senior lecturer in initial teacher education and an experienced researcher in the field of primary science education with many international publications. She has designed and led the professional development for the Royal Society Te Apārangi’s Science Teaching Leadership Programme since 2010. This programme includes a strong focus on the Science Capabilities for Citizenship.|
|Dr Cathal Doyle is a lecturer in information systems at the School of Information Management at Victoria University of Wellington, New Zealand. Cathal’s main research interests are around information technology and learning, with a particular focus on understanding the impacts of social media on collaborative learning.|
|Brigitte Glasson is a science education consultant. Starting out as a teacher of secondary science she has also been a lecturer in science education and most recently rounded out her experience teaching at a full primary school. As a science education consultant, much of Brigitte’s work involves designing and leading professional learning and development for the Royal Society Te Apārangi Science Teaching Leadership Programme (STLP), with which she has been involved since 2010.|
|Yevgeniya Li (Jane) is a PhD scholar at the School of Information Management at Victoria University of Wellington. Yevgeniya’s research interests include information diffusion and virality, data computation, social computing, social media, crisis communication and management.|
|Prem Khanal is a PhD scholar at the School of Information Management at Victoria University of Wellington. Prem’s research interest includes IT enabled innovations, frugal innovation, reverse innovation, bop innovation, entrepreneurship, effectuation, digital, effectuation, IT affordances, IT business alignment, and IT project management.|