Sierra-Jimenez, M., Prévot, A.-C., Benateau, S., & Turpin, S. (2022). Effects and consequences of implementing citizen-science programmes in schools in an environmentally, economically and socially challenged urban district. REGREEN Deliverable D5.4. REGREEN Fostering nature‐based solutions for smart, green and healthy urban transitions in Europe and China
Résumé
In an era of over urbanisation and disconnection to living world in Western countries, this report refers to a survey of two‐years experiment in fifteen schools in Paris‐region, France including students aged 3 to 18. In these schools, volunteering teachers have implemented citizen‐science programmes on common biodiversity with their students, and combined these observations with initiatives toward biodiversity in the schoolyards. Citizen‐science programmes were part of the French national Vigie‐Nature Ecole programme (VNE), developed by the French National Museum of Natural History (MNHN). Teachers were also invited by the research MNHN team to deploy some other pedagogical approaches to enrich the emotional and affective bonds of students with nature. As shown by the 2‐years survey of the involved classes, the implementation of VNE in classes is challenging because it changes many pedagogical and educational routines. The first year is a fundamental stage in the learning process of scientific pedagogy, during which the teacher observes, discovers, seeks out and trains himself and his pupils. It is a moment of transition between the known pedagogical comfort zone and the discovery of new possibilities. During the following years, teachers explore more in‐depth the proposed educational tools, and enrich their pedagogical activities, to become innovative in a diversity of initiatives. Regarding children and young adults, observing common natural species (birds, insects, earthworms, snails, plants) in the schoolyard is the opportunity to discover a new world (for some of them), to increase their awareness toward nature, but also to open new emotional bonds to nature. With these two‐year experiments, we highlighted the complementarity of scientific and sensitive approaches to increase the awareness of students from all ages to surrounding nature, in a very urbanised context.
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