Using a citizen science approach for research-informed teaching of evolution and palaeontology

Abstract

Over the past few decades, citizen science has proven to be a valuable tool for research projects by involving the public in large-scale data collection. This collaboration between researchers and volunteers has been shown to be highly beneficial, allowing for efficient data collection in shorter time frames than possible for individual researchers. This study introduces a citizen science-inspired approach to teaching and curriculum design, involving undergraduate students directly in active research. Using a case study on dinosaur eye size, integrated into a first-year undergraduate course in Geology and Palaeontology at a UK university, the study presents the advantages of this approach for both teachers and learners. As part of the study, 22 undergraduate students were involved in data collection, analysis, and the subsequent publication processes, emphasizing active student participation in research. A subsequent survey demonstrated high student engagement and perceived relevance of the citizen science-style teaching approach. Results indicate that students found the approach appealing, engaging, and beneficial for understanding scientific concepts and methods. The case study shows that a citizen science approach to research-informed teaching can enhance student engagement and learning by providing meaningful, hands-on research experiences. This approach allows students to apply theoretical knowledge in a realistic context, fostering independence in quantitative research skills and collaborative learning. Despite potential challenges related to data accuracy and student motivation, the benefits of integrating such approaches into higher education curricula are substantial, offering a valuable model for teaching in Earth Sciences and beyond.