Premium
Introduction to the special section Moving from Citizen to Civic Science to Address Wicked Conservation Problems. Corrected by erratum 12844
Author(s) -
Dillon Justin,
Stevenson Robert B.,
Wals Arjen E. J.
Publication year - 2016
Publication title -
conservation biology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.2
H-Index - 222
eISSN - 1523-1739
pISSN - 0888-8892
DOI - 10.1111/cobi.12689
Subject(s) - citizen science , sustainability , political science , conservation science , public relations , section (typography) , quality (philosophy) , public engagement , convergence (economics) , sociology , engineering ethics , computer science , engineering , epistemology , ecology , biodiversity , botany , biology , operating system , philosophy , economics , economic growth
[Extract] In a recent paper (Wals et al. 2014), we, the editors of this special section, argue for a new model of collaborative research among scientists, educators, and the public to strengthen links between science and society with a focus on place and identity. We envisioned citizen science (CS) as a mechanism for enabling the convergence of science and society and for, ultimately, more effective processes of public engagement and learning that could lead to meaningful socioecological outcomes.\ud\udBonney et al. (2014), called for strategic investments and more coordination to help CS reach its full potential. We developed their ideas by assuming not only that any qualitative and quantitative data gathered through CS initiatives can provide useful input to conservation science, but also can simultaneously empower citizens to engage in ongoing debates about local and global environmental and sustainability issues.\ud\udThis special section follows an international call for contributions to these topics and further examines them by presenting research that addresses a number of key questions. First, to what extent does the use of CS precipitate conservation education outcomes in terms of citizens' improved knowledge, understanding, and engagement in local and global conservation issues? Second, are data generated by CS of sufficient quality to be useful for conservation science? Third, what methodological issues influence the effectiveness of CS initiatives in terms of their impact on learning and on conservation outcomes, and how can they be addressed