Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry

The study by J. L. Araújo examines how a year-long citizen science initiative—PVC: Perceiving the Value of Chemistry—engaged 442 Portuguese middle school students and 9 chemistry teachers in monitoring coastal water quality and detecting microplastics. Through hands-on analysis of physicochemical parameters (such as pH, turbidity, salinity, nitrate/nitrite levels, and dissolved oxygen) and identification of plastic contaminants, students not only deepened their conceptual understanding of chemistry topics like polymer types, formation, and structure, but also developed procedural skills in laboratory techniques including sieving, filtration, and crystallization. Post-project assessments showed strong knowledge retention months later, while teachers reported notable gains in students’ critical thinking, argumentation, communication, and digital skills, underscoring the value of integrating real-world environmental research into formal chemistry education.

Full article citation: Araújo, J. L., Morais, C., & Paiva, J. C. (2022). Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry. Chemistry Education Research and Practice, 23(1), 100–112. https://doi.org/10.1039/D1RP00190F