Digital citizen science and perceived scientific literacy among high school students: a descriptive study on participation in biodiversity activities
Abstract
This study examined the self-perceived scientific literacy of 50 high school students after participating in digital citizen science projects focused on biodiversity documentation. To move beyond basic descriptive reporting and toward more comprehensive evaluation, a mixed-methods approach was employed, integrating quantitative survey data with qualitative content analysis of students' reflective logs and open-ended feedback. A 20-item Likert scale, organized into four dimensions [data handling, understanding of scientific processes, use of evidence, and environmental commitment], was administered. The findings point out a high level of self-reported scientific literacy [M = 4.08; SD = 0.54], with particularly strong scores in environmental engagement. Overall, the results suggest that incorporating technological tools into biology education provides a pedagogical framework for connecting scientific theory with practical ecological action among students.
