Deutsch-russische Zusammenarbeit in der Arktis

Seit 1993 wird im Rahmen zweier vom BMBF geförderter Projekte die Laptevsee in der russischen Arktis (nicht nur) biologisch untersucht. Von 1993 - 1997 wurde das am Institut für Polarökologie angesiedelte Projekt. Deutsch - Russische Untersuchungen zur Ökologie der Randmeere der Eurasischen Arktis" mit insgesamt 1,5 Mio. DM gefördert. In einer zweiten Phase, die 199 8 begann, wurde die biologische Forschung in der Laptevsee mit veränderten Forschungsschwerpunkten als Teilprojekt in das Verbundvorhaben "System Laptevsee 2000" eingebettet. Im folgenden soll ein kurzer Uberblick über die biologischen Forschungsaktivitäten im Rahmen dieser Projekte gegeben werden

Schoolchildren discover hotspots of floating plastic litter in rivers using a large-scale collaborative approach

Rivers are an important transport route of anthropogenic litter from inland sources toward the sea. A collaborative (i.e. citizen science) approach was used to evaluate the litter pollution of rivers in Germany: schoolchildren within the project “Plastic Pirates” investigated rivers across the entire country during the years 2016 and 2017 by surveying floating macrolitter at 282 sites and taking 164 meso−/microplastic samples (i.e. particles 24.99–5 mm, and 4.99–1 mm, respectively). Floating macrolitter was sighted at 54% of sampling sites and floating macrolitter quantities ranged from 0 to 8.25 items m−1 h−1 (average of 0.34 ± 0.89 litter items m−1 h−1). Floating meso−/microplastics were present at 57% of the sampling sites, and floating meso−/microplastic quantities ranged from 0 to 220 particles h−1 (average of 6.86 ± 24.11 items h−1). As only particles >1 mm were sampled and analyzed, the pollution of rivers in Germany by microplastics could be a much more prevalent problem, regardless of the size of the river. We identified six plastic pollution hotspots where 60% of all meso−/microplastics collected in the present study were found. These hotspots were located close to a plastic-producing industry site, a wastewater treatment plant, at and below weirs, or in residential areas. The composition of the particles at these hotspots indicates plastic producers and possibly the construction industry and wastewater treatment plants as point sources. An identification of litter hotspots would enable specific mitigation measures, adjusted to the respective source, and thereby could prevent the release of large quantities of small plastic particles in rivers. The adopted large-scale citizen science approach was especially suitable to detect pollution hotspots by sampling a variety of rivers, large and small, and enabled a national overview of litter pollution in German rivers

Two comparative studies of computer simulations and experiments as learning tools in school and out-of-school education

Interactive computer simulations and hands-on experiments are important teaching methods in modern science education. Especially for the communication of complex current topics with social relevance (socioscientific issues), suitable methods in science education are of great importance. However, previous studies could not sufficiently clarify the educational advantages and disadvantages of both methods and often lack adequate comparability. This paper presents two studies of direct comparisons of hands-on experiments and interactive computer simulations as learning tools in science education for secondary school students in two different learning locations (Study I: school; Study II: student laboratory). Using a simple experimental research design with type of learning location as between-subjects factor (NStudy I = 443, NStudy II = 367), these studies compare working on computer simulations versus experiments in terms of knowledge achievement, development of situational interest and cognitive load. Independent of the learning location, the results showed higher learning success for students working on computer simulations than while working on experiments, despite higher cognitive load. However, working on experiments promoted situational interest more than computer simulations (especially the epistemic and value-related component). We stated that simulations might be particularly suitable for teaching complex topics. The findings reviewed in this paper moreover imply that working with one method may complement and supplement the weaknesses of the other. We conclude that that the most effective way to communicate complex current research topics might be a combination of both methods. These conclusions derive a contribution to successful modern science education in school and out-of-school learning context

Sharing communication insights of the citizen science program Plastic Pirates—best practices from 7 years of engaging schoolchildren and teachers in plastic pollution research

Engaging the general public in research processes through citizen science allows for innovative scientific studies and makes science accessible to the general public. Effective communication strategies are crucial for the success of such initiatives. The citizen science program Plastic Pirates investigated the plastic pollution of rivers and implemented a variety of communication strategies with participating schoolchildren, teachers, and youth groups (e.g., sport associations, scouts or educational vacation programs, representing approximately 6% of participating groups). These were continuously revised and adapted since its start in 2016. Without time-efficient communication and strategies to keep track of conversations, it would not have been possible to achieve the scientific and educational goals of the program, i.e., to help teachers increase the environmental awareness and scientific literacy of their schoolchildren, and to produce peer-reviewed articles based on the collected citizen science data. Communication within the Plastic Pirates program was divided into four distinct phases: 1) recruiting and motivating participants, 2) coordination and guidance of participants, 3) data reception and revision, and 4) sharing updates and results. Some of the obstacles that had to be overcome to achieve successful communication were e.g., time constraints to obtaining scientific data from the participants, the time lag between the active involvement of the participants and the actual data analysis and publication of results, and limited personnel resources available for communication efforts. Our recommendations for other citizen science practitioners include regular and transparent communication with the participants regarding their contribution, the use of adequate and various communication channels, shifting the workload from the participants to the coordinating team of a citizen science initiative, as well as offering feedback on the research findings to the citizen scientists, thereby disseminating the results of the program

Put the kids in power : how knowledge changes our view of the ocean

"Many science fiction stories of the past are now reality." Katrin Knickmeier und Friederike Balzerei

Plastic Pirates sample litter at rivers in Germany – Riverside litter and litter sources estimated by schoolchildren

Rivers are an important source of marine anthropogenic litter, but the particular origins of riverine litter itself have not been well established. Here we used a citizen science approach where schoolchildren examined litter at riversides and identified possible sources at over 250 sampling spots along large and small rivers in Germany, during autumn 2016 and spring 2017. Litter densities have an overall median of 0.14, interquartile range 0–0.57 items m−2 and an overall average (±standard deviation) of 0.54 ± 1.20 litter items m−2. Litter quantities differed only little by sampling year. The principal litter types found were plastics and cigarette butts (31% and 20%, respectively), followed by glass, paper, and metal items, indicating recreational visitors as the principal litter source. At many sites (85%), accumulations of litter, consisting principally of cigarettes and food packaging, have been found. At almost all sampling sites (89%), litter potentially hazardous to human health has been observed, including broken glass, sharp metal objects, used personal hygiene articles and items containing chemicals. In the search for litter sources, the schoolchildren identified mainly people who use the rivers as recreational areas (in contrast to residents living in the vicinity, illegal dumping, or the river itself depositing litter from upstream sources). These results indicate the urgent need for better education and policy measures in order to protect riparian environments and reduce input of riverine litter to the marine environment