Contribution of Citizen Science to SDG 4: A Systematic Review of the Evaluation of Learning Outcomes in Citizen Science Projects in Compulsory Education

Abstract

The contribution that the inclusion of CS in the curriculum can make to address SDG 4—Quality Education—which fosters convergence between Science Education and Education for Sustainable Development, essential for addressing the sustainability challenges currently facing humanity, has been widely recognized. This recognition is driving the inclusion of CS in formal education. However, to ensure that the use of CS in formal education contributes to this objective, a systematic and rigorous evaluation of its benefits in terms of participants’ learning outcomes (LO) is necessary. This study presents a systematic review of the published literature on CS projects implemented in compulsory education to examine whether students’ LO from participation in CS projects are evaluated, and if so, how this evaluation is performed. The results indicate a lack of systematic evaluation of LO from participating in CS projects. Moreover, although in 79% of cases, where some LO is evaluated, the evaluation reported positive results, in most of them, the results may have been influenced by the voluntary or mandatory nature of participation in the projects and the design of the evaluation itself. This may bias the results, leading to an over-optimistic view of the contribution of CS to SDG 4. In order to obtain solid evidence of the benefits, or lack thereof, for learners of participation in CS activities, which can guide the designers and educators in improving the CS projects to maximize their educational and sustainability impacts, some recommendations for future studies are presented.