Objective: This paper aims to conceptually rethink and clarify the theoretical distinctions between “citizen science” and “scientific citizenship” within the framework of Science and Technology Studies (STS), and to examine their implications for science and technology policy.
Methodology: This theoretical-analytical study employs a systematic conceptual analysis, integrating Walker and Avant’s attribute-based approach with Rodgers’ evolutionary approach. By conducting an analytical review of the literature, the study identifies and examines the theoretical assumptions and models of public participation inherent in both concepts.
Findings: The findings indicate that despite theit overlappingly or synonymously use in the literature, these two concepts possess fundamental ontological differences. “Citizen science” primarily focuses on the methodological participation of citizens in research processes, such as data collection, observation, and monitoring. In contrast, “scientific citizenship” refers to the rights-based agency of citizens in evaluating, critiquing, and directing science and technology priorities and policies. Accordingly, citizen science predominantly operates within the domain of “knowledge production,” whereas scientific citizenship belongs to the realm of “science governance.”
Conclusion: The results demonstrate that distinguishing between “participation in knowledge production” and “participation in knowledge governance” is essential for a more nuanced understanding of the science-‌society relationship. “Scientific citizenship” can be viewed as a normative expansion of citizen science, the realization of which requires institutional transformations and the opening up of the scientific system. This conceptual differentiation is a prerequisite for designing more effective policies to enhance public engagement.