Citizen Inquiry: Synthesising Science and Inquiry Learning is the first book of its kind to bring together the concepts of citizen science and inquiry-based learning to illustrate the pedagogical advantages of this approach. It shifts the emphasis of scientific investigations from scientists to the general public, by educating learners of all ages to determine their own research agenda and devise their own investigations underpinned by a model of scientific inquiry. ‘Citizen inquiry’ is an original approach to research education that refers to mass participation of the public in joining inquiry-led scientific investigations. Using a range of practical case studies underpinned by the theory of inquiry-based learning, this book has significant implications for teaching and learning through exploration of how new technologies can be used to engage with scientific research. Key features include: a new perspective on science education and science practice through crowd-sourced research explanation of the benefits of this innovative approach to teaching and learning a steady shift of emphasis from theory to application for readers to understand thoroughly the current state of research in the field and its applications to practice examples of practical applications of this approach and recommendations on how successful citizen inquiry applications can be developed. This edited volume is essential reading for academic researchers and professional educators interested in the potential of online technology in all levels of education, from primary and secondary level through to further education and lifelong learning. It will be ideal reading on any undergraduate or postgraduate course involving research methods in education as well as developments in science education and educational software.

This open access book discusses how the involvement of citizens into scientific endeavors is expected to contribute to solve the big challenges of our time, such as climate change and the loss of biodiversity, growing inequalities within and between societies, and the sustainability turn. The field of citizen science has been growing in recent decades. Many different stakeholders from scientists to citizens and from policy makers to environmental organisations have been involved in its practice. In addition, many scientists also study citizen science as a research approach and as a way for science and society to interact and collaborate. This book provides a representation of the practices as well as scientific and societal outcomes in different disciplines. It reflects the contribution of citizen science to societal development, education, or innovation and provides and overview of the field of actors as well as on tools and guidelines. It serves as an introduction for anyone who wants to get involved in and learn more about the science of citizen science.

This book examines the role of policy expertise in a democratic society. From the perspectives of both political theory and policy studies, the chapters explore the implications of deliberative democratic governance for professional expertise and extends them to specific policy practices. Following the lead of John Dewey, the discussion focuses in particular on the ways professional practices might be reoriented to assist citizens in understanding and discussing the complex policy issues of an advanced technological society. In doing so, it also explores how public deliberation can be improved through more cooperative forms of policy inquiry. Adopting a deliberative-analytic approach , policy inquiry is grounded in a postempiricist, constructivist understanding of inquiry and knowledge and the participatory practices that support it. Toward this end, the chapters draw on thriving theoretical and practical work dedicated to revitalizing the citizen's role in both civil society and newer practices of democratic governance, in particular deliberative democracy in political theory, practical work with deliberative experiments, the theory and practices of democratic governance, and participatory research. Deliberative practices are promoted here as a new component part of policy-related disciplines required for participatory governance. Calling for a specialization of "policy epistemics" to advance such practices, the second half of the book takes up issues related to deliberative empowerment, including the relation of technical and social knowledge, the interpretive dimensions of social meaning and multiple realities, the role of narrative knowledge and storylines policy inquiry, social learning, tacit knowledge, the design of discursive spaces, and the place of emotional expression in public deliberation.

In the last twenty years, citizen science has blossomed as a way to engage a broad range of individuals in doing science. Citizen science projects focus on, but are not limited to, nonscientists participating in the processes of scientific research, with the intended goal of advancing and using scientific knowledge. A rich range of projects extend this focus in myriad directions, and the boundaries of citizen science as a field are not clearly delineated. Citizen science involves a growing community of professional practitioners, participants, and stakeholders, and a thriving collection of projects. While citizen science is often recognized for its potential to engage the public in science, it is also uniquely positioned to support and extend participants' learning in science. Contemporary understandings of science learning continue to advance. Indeed, modern theories of learning recognize that science learning is complex and multifaceted. Learning is affected by factors that are individual, social, cultural, and institutional, and learning occurs in virtually any context and at every age. Current understandings of science learning also suggest that science learning extends well beyond content knowledge in a domain to include understanding of the nature and methods of science. Learning Through Citizen Science: Enhancing Opportunities by Design discusses the potential of citizen science to support science learning and identifies promising practices and programs that exemplify the promising practices. This report also lays out a research agenda that can fill gaps in the current understanding of how citizen science can support science learning and enhance science education.