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dc.contributor.authorPaul, Jonathan D.
dc.contributor.authorCieslik, Katarzyna
dc.contributor.authorSah, Neeraj
dc.contributor.authorShakya, Puja
dc.contributor.authorParajuli, Binod Prasad
dc.contributor.authorPaudel, Saugat
dc.contributor.authorDewulf, Art
dc.contributor.authorBuytaert, Wouter
dc.date.accessioned2020-12-22T19:01:01Z
dc.date.available2020-12-22T19:01:01Z
dc.date.issued2020-12-07
dc.date.submitted2020-07-08
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/315475
dc.description.abstractWe introduce a case-study agnostic framework for the application of citizen science in a sustainable development context. This framework is tested against an activity in two secondary schools in western Nepal. While the purpose of this activity is to generate locally relevant knowledge on the physical processes behind natural hazards, we concentrate here on its implementation, i.e., to obtain a better understanding of the dynamic of the activity and to learn how it should be implemented. We determined the social capital of secondary schools as a gateway to the local community: they provide a unique setting to bring different stakeholders together. We find that co-designing a teaching programme is an effective means of both complementing local curricula and ensuring continued buy-in of local stakeholders (i.e., teachers). Student engagement depends on the local relevance of teaching materials, with more holistic or global concepts, such as climate change of lesser importance. Our activity focused on rainfall, including student-led data collection. These rainfall data provide a very good fit to co-located rain gauge data, with an average difference on weekly readings of 11.8%, reducing to 8.3% when averaged over all student readings. The autonomous development of student-organized science clubs suggested that our original framework underestimated students' capacity to apply knowledge elsewhere creatively. These clubs may be used to obtain participant feedback to improve and tailor future activities. Quantitative assessment of long-term sustainability remains challenging, due in part to high levels of student turnover. We suggest that integrating scientists wherever possible within a school or local community has a direct and positive result on participant retention.
dc.languageen
dc.publisherFrontiers Media S.A.
dc.rightsAttribution 4.0 International (CC BY 4.0)en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en
dc.subjectWater
dc.subjectsustainable development
dc.subjectsecondary education
dc.subjectprecipitation
dc.subjectparticipatory monitoring
dc.subjectcitizen science
dc.titleApplying Citizen Science for Sustainable Development: Rainfall Monitoring in Western Nepal
dc.typeArticle
dc.date.updated2020-12-22T19:01:00Z
prism.publicationNameFrontiers in Water
prism.volume2
dc.identifier.doi10.17863/CAM.62582
dcterms.dateAccepted2020-11-17
rioxxterms.versionofrecord10.3389/frwa.2020.581375
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/
dc.identifier.eissn2624-9375


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's licence is described as Attribution 4.0 International (CC BY 4.0)