IMPACTS page 2
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Reminder of pedagogic issues:
PLANNING (chronologie reformatée) :
Three phases (ENERGIES AND MYTHS then ENERGIES AND INDUSTRIALIZATION 1st year (after the change of the timeline in autumn, 2021) - SUSTAINABLE ENERGIES AND FINAL INTELLECTUAL OUTPUTS 2nd year 2022-2023.
Each phase is marked by experiences (field trips, conferences or short-term exchange) nourishing the information and imagination of the students, gradually brought to produce a synthesis of the knowledge acquired but above all three narratives in images designed and executed in the context transnational. The whole forming a Triptych made available to the public.
Valorization of interdisciplinarity and European openness in order to prevent (or correct) dropping out of school by positively considering the skills and talents of learners and by reconciling free expression and popularization of science!
Qualitative analysis - Indicateurs qualitatifs
- STRONGEST IMPACTS ACCORDING TO THE PROJECT HOLDERS:
spontaneous listing of the good impacts according to R4 brainstorming
1°) MAKING OFF A BRIDGE BETWEEN SCIENCES, HUMANITIES AND ARTS
TO APPLY THE Noah METHOD'S GOALS : aim was targeted
2°) SATISFACTION OF PUPILS AND TEACHERS
- MAIN REGRETS FACE TO KA2 EVOLUTIONS: a the prospect of having fewer physical consultation transnational meetings (a big challenge)
See more in the 18th International Note: IC 18 in Blogspot "Journal officiel"
Quality was surveyed by project holders
(a questionnaire completed iinthe same time CP were done)
I - ORGA - Organizational indicators measuring:
II - RELEV - Relevance Indicators : consistency in results and location of potential progress
cohérence en résultats et localisation de progrès potentiels
III - DYN - Dynamics indicators
Enthusiastic answers from the part of teachers (as it was the case from learners).
We can notice only a few reserves were formulated ; it's the most oftenly axplainable by the fear not to be good hosts enough. Typically : several French students were shocked by C1 agenda, because they thought that more pleasant and touristic spots of the country are on the ocean coast, so they did not understand why ground trips were focused on mountains and not oriented to see shore (but topic was in fact: the EARTH element!) ; Latvian team remained in doubt if the explorations implemented next to Riga or in the town were successful or suitable, due to cold weather. In reality, nor C1 and C3 were irrelevant according to foreign participants who did enjoy its and considered as very good experiences.
IMPACTS: download from here the results of the qualitative analysis
clicking on the photograph>>
ACCESS TO PAGE 3:the impacts controlled by quantitative indicators
d'après les instruments du Contrôle Qualité définis en amont et la consulation des apprenants et enseignants au fil de l'eau
FOLLOW UP MANAGEMENT: outcomes
PAGE 2: QUALITATIVE IMPACTS;
fixed by the R1 seminar
made in Riga and completed in
Saint Jean de Luz (R01)
In order to understand Dissemination Tool for these indicators (measured by a note):
go back to explanations given about the sujective grid
designed by the R1 seminar