:: Check out the special coverage
On the second day of the Symposium IOC Jubilee 125 years (21/5), the afternoon was dedicated to the panel 'Citizen Science and Scientific Education', held in partnership with the National Institute of Citizen Science (INCC). The initiative brought together, virtually, the experts: Luciana Garzoni, researcher and vice-director of Research, Technological Development and Innovation at the Oswaldo Cruz Institute (IOC/Fiocruz); Carla Morais, professor at the Faculty of Sciences of the University of Porto (Portugal); and Joselaine Setilk, researcher at INCC. Check it out here the morning schedule.
Joselaine, Karen, Carla and Luciana during the debate at the end of the panel. Image: screenshot
Author of the book 'Citizen Science in Science Education', Carla Morais opened the webinar by highlighting the origins and definitions of the term 'Citizen Science' and highlighting some of the contributions and challenges that permeate the interaction between the two spectrums.
“Citizen science provides a variety of contexts in which scientific learning can occur and has made a substantial contribution to the democratization of science. Although it presents considerable opportunities, there are challenges arising from its integration into educational contexts,” the author defined, highlighting as challenges the need to find a balance between the formal school curriculum and new ways of engaging and motivating students.
The researcher also presented two projects under development at the University of Porto. Both have the main objective of mitigating the lack of initiatives focused on the chemical area, within the scope of citizen science.
“We sought to align the two actions with existing projects, such as the EarthEcho Water Challenge and Microplásticos. The main objective, from an educational point of view, was to raise awareness among students about the relevance of chemistry; to show them how the research process develops and to encourage them to make positive decisions regarding chemistry,” he explained.
Luciana Garzoni then spoke about experiences in vulnerable areas and in schools, in the context of citizen science. The first point raised by the vice-director was a study, carried out in 2020, on inequities related to access to health during the Covid-19 pandemic.
“Based on the Rio Covid Dashboard, we noticed that the percentage of deaths in neighborhoods in the city’s South Zone, such as Gávea, Leblon and Jardim Botânico, was 5,4%. In communities such as Complexo do Alemão, Cidade de Deus and Rocinha, the percentage was 20,8%. In other words, in the poorest areas analyzed, mortality was five times higher than in the richest neighborhoods,” Garzoni highlighted.
Still in the pandemic context, another point addressed by the researcher was the demand from community leaders from communities in Baixada Fluminense, requesting some type of support from the Institute and the Fiocruz, given the complete abandonment of public power in these places.
Watch the broadcast of the lectures:
According to her, through the Inova F Noticeiocroz, the IOC invited the group to develop the project 'Community-Based Epidemiological Surveillance in Vulnerable Areas Exposed to Urban Violence'.
“The leaders themselves nicknamed the project ‘Inova Baixada’, which demonstrates the sense of belonging. In the context of Citizen Science, all stages of the initiative’s scientific process were co-created, from defining the issue to disseminating the results and raising new questions,” explained the vice-director, who, throughout her presentation, drew attention to other projects.
At the end of the panel, Joselaine Setilk presented the preliminary results of an ongoing literature review on training processes in citizen science, carried out within the scope of INCC.
Setilk, in summary, explained how the study was delimited, the selection of 334 articles and the definitions thought up based on the learning results to continue the review study within the scope of practice and training in citizen science.
“After reading the selected articles, we excluded 115 and continued with 219. All relevant information was entered into a table, which resulted in a list with more than 240 courses and training in the area”, commented the professor, adding that, at the moment, the project is in the separation phase of the types of education and training.
“We are separating these activities into three different groups: courses in different spaces, which are the most integrated into the school curriculum; information sessions (workshops), actions that are closest to the contributory model; and creative courses (co-creation workshops), which are the closest to the co-creation model,” he explained.
The second day's program (21) ended with the showing of videos with researchers and project grant holders from the Innovation Program.IOC.
:: Check out the special coverage
On the second day of the Symposium IOC Jubilee 125 years (21/5), the afternoon was dedicated to the panel 'Citizen Science and Scientific Education', held in partnership with the National Institute of Citizen Science (INCC). The initiative brought together, virtually, the experts: Luciana Garzoni, researcher and vice-director of Research, Technological Development and Innovation at the Oswaldo Cruz Institute (IOC/Fiocruz); Carla Morais, professor at the Faculty of Sciences of the University of Porto (Portugal); and Joselaine Setilk, researcher at INCC. Check it out here the morning schedule.
Joselaine, Karen, Carla and Luciana during the debate at the end of the panel. Image: screenshot
Author of the book 'Citizen Science in Science Education', Carla Morais opened the webinar by highlighting the origins and definitions of the term 'Citizen Science' and highlighting some of the contributions and challenges that permeate the interaction between the two spectrums.
“Citizen science provides a variety of contexts in which scientific learning can occur and has made a substantial contribution to the democratization of science. Although it presents considerable opportunities, there are challenges arising from its integration into educational contexts,” the author defined, highlighting as challenges the need to find a balance between the formal school curriculum and new ways of engaging and motivating students.
The researcher also presented two projects under development at the University of Porto. Both have the main objective of mitigating the lack of initiatives focused on the chemical area, within the scope of citizen science.
“We sought to align the two actions with existing projects, such as the EarthEcho Water Challenge and Microplásticos. The main objective, from an educational point of view, was to raise awareness among students about the relevance of chemistry; to show them how the research process develops and to encourage them to make positive decisions regarding chemistry,” he explained.
Luciana Garzoni then spoke about experiences in vulnerable areas and in schools, in the context of citizen science. The first point raised by the vice-director was a study, carried out in 2020, on inequities related to access to health during the Covid-19 pandemic.
“Based on the Rio Covid Dashboard, we noticed that the percentage of deaths in neighborhoods in the city’s South Zone, such as Gávea, Leblon and Jardim Botânico, was 5,4%. In communities such as Complexo do Alemão, Cidade de Deus and Rocinha, the percentage was 20,8%. In other words, in the poorest areas analyzed, mortality was five times higher than in the richest neighborhoods,” Garzoni highlighted.
Still in the pandemic context, another point addressed by the researcher was the demand from community leaders from communities in Baixada Fluminense, requesting some type of support from the Institute and the Fiocruz, given the complete abandonment of public power in these places.
Watch the broadcast of the lectures:
According to her, through the Inova F Noticeiocroz, the IOC invited the group to develop the project 'Community-Based Epidemiological Surveillance in Vulnerable Areas Exposed to Urban Violence'.
“The leaders themselves nicknamed the project ‘Inova Baixada’, which demonstrates the sense of belonging. In the context of Citizen Science, all stages of the initiative’s scientific process were co-created, from defining the issue to disseminating the results and raising new questions,” explained the vice-director, who, throughout her presentation, drew attention to other projects.
At the end of the panel, Joselaine Setilk presented the preliminary results of an ongoing literature review on training processes in citizen science, carried out within the scope of INCC.
Setilk, in summary, explained how the study was delimited, the selection of 334 articles and the definitions thought up based on the learning results to continue the review study within the scope of practice and training in citizen science.
“After reading the selected articles, we excluded 115 and continued with 219. All relevant information was entered into a table, which resulted in a list with more than 240 courses and training in the area”, commented the professor, adding that, at the moment, the project is in the separation phase of the types of education and training.
“We are separating these activities into three different groups: courses in different spaces, which are the most integrated into the school curriculum; information sessions (workshops), actions that are closest to the contributory model; and creative courses (co-creation workshops), which are the closest to the co-creation model,” he explained.
The second day's program (21) ended with the showing of videos with researchers and project grant holders from the Innovation Program.IOC.
The non-profit reproduction of the text is allowed as long as the source is cited (Comunicação / Instituto Oswaldo Cruz)
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