The results of the final questionnaire showed that the project had a positive increase on knowledge, skills and attitude answers; pupils and staff confidently answered questions regarding the project. Among pupil’s responses there was a noticeable increase in the number of children who could explain what is meant by ‘Climate change’ as one of the topic based responses and in scientific responses, the percentage went from 0% (start) to 100% (end) of number of children who could explain what is needed for a ‘Fair Test’.
In staff perception questionnaires the responses included: ‘ Children’s attention is better focused when connecting practical activities to important topics like environment improvement or looking for better behaviors to adopt in order to reduce the impact of human activities on climate’, ‘The activities of the project were interesting, practical and in this way really valuable. We performed a lot of experimenting and I learnt that such tasks are very useful for students. My practice has improved greatly. We are going to have more practical tasks and experimenting in our lessons’ and ‘I have been teaching for many years, my pedagogy has improved because of the way I have been forced to look at the strategies and methods I use. I have a revitalised outlook on styles that I have learned from my European colleagues’.
This reassured us that our project had the desired effects on pupil’s, teachers, attainment in science and knowledge of climate change’.
A more in depth analysis of the impact and results of the project will follow.