经合组织公民关键能力的建置及启示简

公民关键能力事关国家教育总目标,直接体现教育体系的终极追求。经舍组织（OECD）公民关键能力是当今令人瞩目的公民素养典范,其建置目的乃指向成功人生与健全社会,其框架包括自主行动、互动地使用工具、与异质团队互动等三大维度,以及相应的九项指标,建置公民关键能力主要经历了五阶段发展历程,综合了理论研究与实践经验。这些独具特色的关键能力与严密设计的建置过程,能给予我们若干启示。     

Crowd science: The organization of scientific research in open collaborative projects

A growing amount of scientific research is done in an open collaborative fashion, in projects sometimes referred to as “crowd science”, “citizen science”, or “networked science”. This paper seeks to gain a more systematic understanding of crowd science and to provide scholars with a conceptual framework and an agenda for future research. First, we briefly present three case examples that span different fields of science and illustrate the heterogeneity concerning what crowd science projects do and how they are organized. Second, we identify two fundamental elements that characterize crowd science projects – open participation and open sharing of intermediate inputs – and distinguish crowd science from other knowledge production regimes such as innovation contests or traditional “Mertonian” science. Third, we explore potential knowledge-related and motivational benefits that crowd science offers over alternative organizational modes, and potential challenges it is likely to face. Drawing on prior research on the organization of problem solving, we also consider for what kinds of tasks particular benefits or challenges are likely to be most pronounced. We conclude by outlining an agenda for future research and by discussing implications for funding agencies and policy makers.     

Storm crowds: Evidence from Zooniverse on crowd contribution design

What is the impact of platform design on crowdsourcing contributions? The proliferation of platforms with distributed content production, such as Wikipedia, Zooniverse, and others, has led to scholarly interest in understanding why individuals contribute to them. One stream of research has investigated contributor motivations, while another growing stream, scattered across several disciplines, has explored the effect of platform design on contributions. One important design element is the extent to which incomplete, or partial, contributions are possible - a concept we refer to in this paper as “tolerance to incompleteness.” We explore the relationship between this design element and crowds’ willingness to contribute in the context of Zooniverse, the world’s largest citizen science platform. Our quasi-experimental empirical approach exploits a format change that decreased tolerance to incompleteness in one Zooniverse project. The results of a difference-in-differences estimation show that after the format change, editors contributed fewer total edits, but more complete edits than predicted in the absence of a change. Users also spent less time contributing to the project post-change. Moreover, we find a trade-off between the quantity and quality of complete edits, with the quality of complete edits lower post-change. Our findings have implications for the design of a growing number of crowdsourcing platforms that involve simple, independent, and well-structured tasks.     

A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship

Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (n = 34) retrieved from a systematic review of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.