DOI

  • Till Bruckermann
  • Hannah Greving
  • Anke Schumann
  • Milena Stillfried
  • Konstantin Börner
  • Sophia Kimmig
  • Robert Hagen
  • Brandt Miriam
  • Ute Harms
Nowadays, citizens collaborate increasingly with scientists in citizen science (CS) projects on environmental issues. CS projects often have educational goals and aim to increase citizens' knowledge with the ultimate goal of fostering positive attitudes toward science. To date, little is known about the extent to which CS projects strengthen the positive interrelationship between knowledge and attitudes. Based on previous research, it has been suggested that the knowledge–attitude relationship could be further examined by focusing on different aspects: (1) different attitudinal domains, (2) topic‐specific knowledge, and (3) its direction. Our study contributes to the clarification of the interrelation between scientific knowledge and attitudes toward science within the specific domain of urban wildlife ecology using cross‐lagged panel analyses. We collected survey data on five attitudinal domains, topic‐specific knowledge, scientific reasoning abilities, and epistemological beliefs from N = 303 participants before and after they participated in a CS project on urban wildlife ecology. Participants collected and analyzed data on terrestrial mammals in a German metropolitan city. Our results provide evidence for the relationship between knowledge and attitudes due to the topic‐specificity of knowledge in CS projects (e.g., wildlife ecology). Our method provided a rigorous assessment of the direction of the knowledge–attitude relationship and showed that topic‐specific knowledge was a predictor of more positive attitudes toward science.
Original languageEnglish
JournalJournal of Research in Science Teaching
Volume58
Issue number8
Pages (from-to)1179-1202
Number of pages24
ISSN0022-4308
DOIs
Publication statusPublished - 09.2021

Bibliographical note

Wiley DEAL

    Research areas

  • attitudes, cross-lagged panel analysis, informal science, science literacy

ID: 1613277