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To know about science is to love it? Unraveling cause-effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology. / Bruckermann, Till; Greving, Hannah; Schumann, Anke; Stillfried, Milena; Börner, Konstantin; Kimmig, Sophia E.; Hagen, Robert; Brandt, Miriam; Harms, Ute.

In: Journal of Research in Science Teaching, Vol. 58, No. 8, 09.2021, p. 1179-1202.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Bruckermann, T, Greving, H, Schumann, A, Stillfried, M, Börner, K, Kimmig, SE, Hagen, R, Brandt, M & Harms, U 2021, 'To know about science is to love it? Unraveling cause-effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology', Journal of Research in Science Teaching, vol. 58, no. 8, pp. 1179-1202. https://doi.org/10.1002/tea.21697

APA

Bruckermann, T., Greving, H., Schumann, A., Stillfried, M., Börner, K., Kimmig, S. E., Hagen, R., Brandt, M., & Harms, U. (2021). To know about science is to love it? Unraveling cause-effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology. Journal of Research in Science Teaching, 58(8), 1179-1202. https://doi.org/10.1002/tea.21697

Vancouver

Bruckermann T, Greving H, Schumann A, Stillfried M, Börner K, Kimmig SE et al. To know about science is to love it? Unraveling cause-effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology. Journal of Research in Science Teaching. 2021 Sep;58(8):1179-1202. https://doi.org/10.1002/tea.21697

Author

Bruckermann, Till ; Greving, Hannah ; Schumann, Anke ; Stillfried, Milena ; Börner, Konstantin ; Kimmig, Sophia E. ; Hagen, Robert ; Brandt, Miriam ; Harms, Ute. / To know about science is to love it? Unraveling cause-effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology. In: Journal of Research in Science Teaching. 2021 ; Vol. 58, No. 8. pp. 1179-1202.

BibTeX

@article{46230181c39e4ed191c464f4e078802e,
title = "To know about science is to love it?: Unraveling cause-effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology",
abstract = "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.",
keywords = "attitudes, cross-lagged panel analysis, informal science, science literacy",
author = "Till Bruckermann and Hannah Greving and Anke Schumann and Milena Stillfried and Konstantin B{\"o}rner and Kimmig, {Sophia E.} and Robert Hagen and Miriam Brandt and Ute Harms",
note = "Wiley DEAL",
year = "2021",
month = sep,
doi = "10.1002/tea.21697",
language = "English",
volume = "58",
pages = "1179--1202",
journal = "Journal of Research in Science Teaching",
issn = "0022-4308",
publisher = "Wiley",
number = "8",

}

RIS

TY - JOUR

T1 - To know about science is to love it?

T2 - Unraveling cause-effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology

AU - Bruckermann, Till

AU - Greving, Hannah

AU - Schumann, Anke

AU - Stillfried, Milena

AU - Börner, Konstantin

AU - Kimmig, Sophia E.

AU - Hagen, Robert

AU - Brandt, Miriam

AU - Harms, Ute

N1 - Wiley DEAL

PY - 2021/9

Y1 - 2021/9

N2 - 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.

AB - 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.

KW - attitudes

KW - cross-lagged panel analysis

KW - informal science

KW - science literacy

U2 - 10.1002/tea.21697

DO - 10.1002/tea.21697

M3 - Journal article

VL - 58

SP - 1179

EP - 1202

JO - Journal of Research in Science Teaching

JF - Journal of Research in Science Teaching

SN - 0022-4308

IS - 8

ER -

ID: 1613277