ERASMUS MARIS
A bottom-up initiative aiming to create links
between science, education and sailing for
the preservation of the marine environment
between science, education and sailing for
the preservation of the marine environment
The sailboat has a strong power of attraction over youth because it conveys an ecological message and produces a feeling of freedom and adventure. The practice of sailing helps developing values such as rigour and team spirit and provides practical learning of multidisciplinary skills. Besides, the marine environment around the sailboat is an open laboratory for studying life sciences.
ERASMUS MARIS
General objectives :
ERASMUS MARIS
General objectives :
- Create tangible links between scientific research, non-formal and formal education ;
- highlight the 'pedagogical' added value of the sailboat ;
- engage students in scientific literacy and increase their awareness of environmental protection through citizen science projects and ;
- promote youth mobility in Europe.
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Specific objective :
Foster participation of secondary school students in running scientific projects related to the protection of the marine environment in the frame of a mobility experience aboard a sailboat. |
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The participation of students to authentic scientific projects that address questions for which the answers are not known in advance are likely to be more engaging for students than pre‐prepared school experiments that run year after year [1]. |
Role of the sailboat within the Erasmus Maris :
- A means to acquire transversal competences (leadership, team spirit etc.).
- A motivation factor for students to carry on studying science subjects;
Erasmus Maris
A bottom-up approach in three steps
A bottom-up approach in three steps
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1 Create a network of stakeholders from different sectors:
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2 Develop demonstration projects based on the experiences acquired within the Pedagogical Sailboat The aim is to forge lasting partnerships and prepare the way for replication and up-scaling. |
3 Extend and generalise the activities at a larger scale in Europe |
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[1] Paige K., Zeegers Y., Lloyd D. & Roetman P.(2016) Researching the effectiveness of a science professional learning programme using a proposed curriculum framework for schools: a case study. Int. J. Sci. Math. Educ. 14, 149–75.
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