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Experiences from a School–University Partnership Climate and Sustainability Education Project in England: The Value of Citizen Science and Practical STEM Approaches

Author

Listed:
  • Meryl Batchelder

    (Corbridge Middle School, Cow Lane, Corbridge, Northumberland NE46 4TE, UK)

  • Mark Swinney

    (Corbridge Middle School, Cow Lane, Corbridge, Northumberland NE46 4TE, UK)

  • Tess O’Hara

    (School of Engineering, Newcastle University, Newcastle NE1 7RU, UK)

  • Alethea Goddard

    (School of Engineering, Newcastle University, Newcastle NE1 7RU, UK)

  • Elizabeth Lewis

    (School of Engineering, Newcastle University, Newcastle NE1 7RU, UK)

  • Jo Cox

    (Royal Society Schools Engagement Team, 6-9 Carlton House Terrace, London SW1Y 5AG, UK)

  • Hayley J. Fowler

    (School of Engineering, Newcastle University, Newcastle NE1 7RU, UK
    Tyndall Centre for Climate Change Research, Newcastle University, Newcastle NE1 7RU, UK)

Abstract

Extracurricular citizen science and hands-on STEM (science, technology, engineering, and maths) projects can ensure that climate and sustainability education is not just superficial but truly transformative. Through working under the guidance of academic partners, young people can develop a deep appreciation for climate science and, most importantly, become aware of the real-world sustainable solutions being developed to address the consequences of our changing climate. We present the experiences of four stakeholders from one case study involving middle school students (9–13 years) and their teachers working on a climate change and sustainable drainage system (SuDS) project with academics from Newcastle University and the Schools Engagement programme of the Royal Society. We found that all stakeholders considered it to be a successful project with significant benefits, including engaging learning in the pupils, a challenge for the teachers, and meaningful data collection for the academic team. The funding organisation thought the positive interactions that they try to encourage between students and STEM partners were evidenced in this project perfectly. Young people are future decision makers; this type of project can enable them to develop essential skills and an understanding of a range of STEM careers. Subsequent developments may include refining the way similar projects are run.

Suggested Citation

  • Meryl Batchelder & Mark Swinney & Tess O’Hara & Alethea Goddard & Elizabeth Lewis & Jo Cox & Hayley J. Fowler, 2023. "Experiences from a School–University Partnership Climate and Sustainability Education Project in England: The Value of Citizen Science and Practical STEM Approaches," Sustainability, MDPI, vol. 15(12), pages 1-14, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:12:p:9401-:d:1168871
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    References listed on IDEAS

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    1. Raffael Heiss & Desirée Schmuck & Jörg Matthes & Carolin Eicher, 2021. "Citizen Science in Schools: Predictors and Outcomes of Participating in Voluntary Political Research," SAGE Open, , vol. 11(4), pages 21582440211, October.
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