Citizen Science from the Perspective of Higher Education Professors
Citizen science (CS) has the potential to be a crucial tool to effectively address positive contributions in the global context of the challenges of change in our societies and environment. Recent research highlights the growth of CS in formal education, but little is known about scientists’ percept...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-06-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/6/738 |
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| Summary: | Citizen science (CS) has the potential to be a crucial tool to effectively address positive contributions in the global context of the challenges of change in our societies and environment. Recent research highlights the growth of CS in formal education, but little is known about scientists’ perceptions. This study investigated the perception of 170 faculty members from 32 Brazilian federal universities regarding public engagement across different stages of CS. We conducted a cross-sectional, descriptive study using a semi-structured questionnaire distributed via Google Forms and composed of 40 open and closed questions covering the sociodemographic, professional, and conceptual aspects of CS. The data were analyzed using descriptive statistics in Microsoft Excel<sup>®</sup>, Likert-scale responses were processed in R (version 4.1.4), and qualitative perceptions were synthesized through a word cloud analysis. The results show that most participants were women, with significant representation from the humanities. CS is widely perceived by scientists as positive and educational, despite concerns about methodological and practical limitations. Future perspectives emphasize the importance of the adoption of standardized protocols and fostering collaborative projects, particularly involving quilombola and Indigenous communities. The recognition of volunteer contributions—through acknowledgements, nominal mentions, and co-authorship—is valued, as are training programs and data validation by professional scientists, which are strongly recommended. Although many faculty members believed that CS democratizes access to science, active participation among this group remains limited. This study concludes that although faculty shows a favorable attitude toward CS, practical challenges hinder broader participation. Future efforts should focus on fostering faculty engagement, implementing robust training and validation procedures, and developing inclusive, community-based research models. |
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| ISSN: | 2227-7102 |