Objective
To examine the institutional means by which children acquire environmental information and how that information is disseminated by the children between generations within the family and the community.
The educational and supportive institutions effect on school to child and generation to generation movement of knowledge, attitude and behaviour change are monitored and analyzed. The assessment is through questionnaire surveys, semi-structured interviews, self-reports, day books and behavioral analysis.
The comparative analysis takes place in Denmark, France, Portugal and the United Kingdom :
i) the Danish programmes seeks to demonstrate that the school and the local community as well as local government can work together to solve ecological problems in the community ;
ii) the French case study focuses on a programme in which children spend one week learning about science with the assistance of demonstrators ;
iii) the Portuguese study investigates the role of teacher training in the introduction of an environmental ethic ;
iv) the UK project assesses attempts to use school grounds as a focus for community conservation education and a water pollution monitoring programme.
At the conclusion of the project it is intended to :
i) to demonstrate how educational institutions can become more effective in triggering and sustaining changes in attitudes to and actions within the environment;
ii) to demonstrate how adult/child interaction can be encouraged and developed to further this goal ;
iii) to demonstrate how learning processes can be reinforced and disseminated through the community ;
iv) to identify the role of educational institutions and government at every level in the learning process.
Fields of science (EuroSciVoc)
CORDIS classifies projects with EuroSciVoc, a multilingual taxonomy of fields of science, through a semi-automatic process based on NLP techniques. See: The European Science Vocabulary.
CORDIS classifies projects with EuroSciVoc, a multilingual taxonomy of fields of science, through a semi-automatic process based on NLP techniques. See: The European Science Vocabulary.
- social sciences educational sciences didactics
- natural sciences earth and related environmental sciences environmental sciences pollution
- natural sciences chemical sciences catalysis
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Programme(s)
Multi-annual funding programmes that define the EU’s priorities for research and innovation.
Multi-annual funding programmes that define the EU’s priorities for research and innovation.
Topic(s)
Calls for proposals are divided into topics. A topic defines a specific subject or area for which applicants can submit proposals. The description of a topic comprises its specific scope and the expected impact of the funded project.
Calls for proposals are divided into topics. A topic defines a specific subject or area for which applicants can submit proposals. The description of a topic comprises its specific scope and the expected impact of the funded project.
Call for proposal
Procedure for inviting applicants to submit project proposals, with the aim of receiving EU funding.
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Procedure for inviting applicants to submit project proposals, with the aim of receiving EU funding.
Funding Scheme
Funding scheme (or “Type of Action”) inside a programme with common features. It specifies: the scope of what is funded; the reimbursement rate; specific evaluation criteria to qualify for funding; and the use of simplified forms of costs like lump sums.
Funding scheme (or “Type of Action”) inside a programme with common features. It specifies: the scope of what is funded; the reimbursement rate; specific evaluation criteria to qualify for funding; and the use of simplified forms of costs like lump sums.
Coordinator
GU2 7XH GUILDFORD
United Kingdom
The total costs incurred by this organisation to participate in the project, including direct and indirect costs. This amount is a subset of the overall project budget.