<figure><img src="image_45.png" /></figure>

In volunteer classes, students were asked to write the five first words coming in their mind when the teacher pronounced a stimulus term. One of these stimuli was the name of the taxonomic group surveyed by the students through VNE during the year. Teachers were invited to implement this activity at the beginning of the school year and after having done VNE observations. We collected XX free-listings from 10 classes and 3 stimulus terms (Table 8). Few classes did the task before and after their participation to VNE observatories. We decided therefore to merge the classes according to their level (i.e., primary schools and high schools), to the stimulus terms (bird, insect, earthworm), and to the time in the year were free listing were full-filled (before or after VNE). For each data set, we selected the words written by at least 10% of the respondents.

<table><caption>Table 8: number of data used in the analyses of social representations</caption><thead><tr><th rowspan="2">Stimulus term</th><th rowspan="2">Class level</th><th colspan="2">Nb of respondents / nb of selected words</th></tr><tr><th>Pre VNE</th><th>Post VNE</th></tr></thead><tbody><tr><td>Bird</td><td>Primary school</td><td>67 / 11</td><td>57 / 8</td></tr><tr><td>Bird</td><td>High school</td><td>54 / 9</td><td>72 / 12</td></tr><tr><td>Insect</td><td>High school</td><td>16 / 18</td><td>20 / 17</td></tr><tr><td>Earthworm</td><td>Primary school</td><td>23 / 9</td><td>16 / 7</td></tr></tbody></table>

For each word, we computed its salience, i.e. a statistic accounting for its rank (written in first, second or later position) and frequency (i.e. the number of respondents that wrote it: Quinan 2005). Words with higher saliences describe the most accurately the cognitive models or social representations of the group. More precisely, salience (S) of each word is calculated as following:

$S_{ind}$ = inversed rank / number of words written by the individual

$S$ = Sum of $S_{ind}$/number of respondents that wrote this word (frequency)

Saliences of each word for primary and high schools before and after VNE are presented below (Tables 9-11). Based on these raw results, observing biodiversity following citizen-science VNE could change the cognitive models of students, differently according to observed species and/or class levels:

- young children (aged 6-10, primary schools) learn scientific names of the observed species and mention less often words linked to negative aesthetic representations. This is particularly visible for earthworms, but also for birds.

- older students (aged 14-18, high school) did not seem to increase their scientific knowledge of scientific names of the species. However, negative feelings tend to decrease in salience, and nature seems to be considered more as living.

All these preliminary results are promising in the effect of citizen-science observatories on changing representation and knowledge of ordinary nature, they open research questions to be continued.
<figure><img src="image_46.png" /><figcaption>Table 9: Salience of the words before and after exposition to the VNE protocols – Earthworm – primary school</figcaption></figure>

<table><caption>Table 10: Salience of the words before and after exposition to the VNE protocols – insect – high school</caption><thead><tr><th>Word [in French]</th><th>Before VNE</th><th>After VNE</th></tr></thead><tbody><tr><td>Endogenic [endogé]</td><td></td><td></td></tr><tr><td>Epigenetic [épigé]</td><td></td><td>9.85</td></tr><tr><td>Black-headed anecic [anécique à tête noire]</td><td></td><td>8.35</td></tr><tr><td>Red-headed anecic [anécique à tête rouge]</td><td></td><td>7</td></tr><tr><td>Clitellum [clitellum]</td><td></td><td>5.5</td></tr><tr><td>Anecic [anécique]</td><td></td><td>3.2</td></tr><tr><td>Earth [terre]</td><td></td><td>2.2</td></tr><tr><td>Slimy [gluant]</td><td>21.45</td><td>1.8</td></tr><tr><td>Big [long]</td><td>5.97</td><td></td></tr><tr><td>Small [petit]</td><td>3.82</td><td></td></tr><tr><td>Slow [lent]</td><td>2.55</td><td></td></tr><tr><td>Worm [Ver]</td><td>2.45</td><td></td></tr><tr><td>Pink [rose]</td><td>2.17</td><td></td></tr><tr><td>Slim [bave]</td><td>1.85</td><td></td></tr><tr><td>Light pink [rose pâle]</td><td>1.75</td><td></td></tr></tbody></table>

<table><thead><tr><th>Word [in French]</th><th>Before VNE</th><th>After VNE</th></tr></thead><tbody><tr><td>Ant [fourmi]</td><td>3.4</td><td>2.9</td></tr><tr><td>Small [petit]</td><td>2.95</td><td>5.6</td></tr><tr><td>Bee [abeille]</td><td>2.4</td><td>3.8</td></tr><tr><td>Spider [araignée]</td><td>2.35</td><td></td></tr><tr><td>Ugly [moche]</td><td>2.2</td><td>1</td></tr><tr><td>To bite [piquer]</td><td>2.2</td><td></td></tr><tr><td>Ladybug [coccinelle]</td><td>2</td><td>2.4</td></tr><tr><td>Disgusting [dégoutant]</td><td>1.8</td><td></td></tr><tr><td>Butterfly [papillon]</td><td>1.8</td><td>2.4</td></tr><tr><td>Mosquito [moustique]</td><td>1.8</td><td>1.8</td></tr><tr><td>Fear [Peur]</td><td>1.55</td><td></td></tr><tr><td>Fly [Mouche]</td><td>1.4</td><td>2</td></tr><tr><td>Grasshopper [Sauterelle]</td><td>1.2</td><td></td></tr><tr><td>To fly [voler]</td><td>1.2</td><td>2</td></tr><tr><td>Nature [nature]</td><td>1</td><td>3.85</td></tr><tr><td>Colony [colonie]</td><td>0.8</td><td></td></tr><tr><td>Wing [aile]</td><td>0.7</td><td></td></tr><tr><td>Wasp [guêpe]</td><td>0.65</td><td></td></tr><tr><td>To live [vivre]</td><td></td><td>2.6</td></tr><tr><td>Fauna [faune]</td><td></td><td>2</td></tr><tr><td>Protocol [protocole]</td><td></td><td>2</td></tr><tr><td>Living being [être vivant]</td><td></td><td>1.7</td></tr><tr><td>Earth [Terre]</td><td></td><td>1</td></tr></tbody></table>
<figure><img src="image_47.png" /></figure>

<table><caption>Table 11: Salience of the words before and after exposition to the VNE protocols – Bird – primary school & high school</caption><thead><tr><td>Word [in French]</td><td>Before VNE</td><td>After VNE</td></tr></thead><tbody><tr><td>Earthworm [ver de terre]</td><td></td><td>1</td></tr><tr><td>Useful [utile]</td><td></td><td>0.95</td></tr></tbody></table>

« Bird » - primary school

<table><thead><tr><td>Word [in French]</td><td>Before VNE</td><td>After VNE</td></tr></thead><tbody><tr><td>Red-necked parakeet [perruche à collier]</td><td></td><td>7.15</td></tr><tr><td>Blue tit [mésange bleue]</td><td></td><td>6.3</td></tr><tr><td>Beak [bec]</td><td>11.18</td><td>16.92</td></tr><tr><td>Feather [plume]</td><td>6.95</td><td>13.6</td></tr><tr><td>Wing [aile]</td><td>23.3</td><td>12.4</td></tr><tr><td>To fly [voler]</td><td>13.77</td><td>6.73</td></tr><tr><td>Leg [patte]</td><td>6.9</td><td>6.5</td></tr><tr><td>Nest [nid]</td><td>5.02</td><td>2.2</td></tr><tr><td>Pigeon [pigeon]</td><td>6.85</td><td></td></tr><tr><td>Sky [ciel]</td><td>6.4</td><td></td></tr><tr><td>Seed [graine]</td><td>5.4</td><td></td></tr><tr><td>Tree [arbre]</td><td>4.25</td><td></td></tr><tr><td>To eat [Manger]</td><td>2.45</td><td></td></tr></tbody></table>

« Bird » - high school

<table><thead><tr><td>Word [in French]</td><td>Before VNE</td><td>After VNE</td></tr></thead><tbody><tr><td>Beautiful [beau]</td><td></td><td>6.4</td></tr><tr><td>Nature [nature]</td><td></td><td>5.65</td></tr><tr><td>Colour [couleur]</td><td></td><td>5.6</td></tr><tr><td>Seed [graine]</td><td></td><td>5</td></tr><tr><td>Pigeon [pigeon]</td><td>8.65</td><td>14.5</td></tr><tr><td>To fly [voler]</td><td>23.5</td><td>25.85</td></tr><tr><td>Wing [aile]</td><td>15.9</td><td>15.9</td></tr><tr><td>Feather [plume]</td><td>13.9</td><td>14.45</td></tr><tr><td>Nest [nid]</td><td>6.15</td><td>5</td></tr><tr><td>Tree [arbre]</td><td>5.75</td><td>5.8</td></tr><tr><td>Beak [bec]</td><td>5.25</td><td>4.4</td></tr><tr><td>Sky [ciel]</td><td>8.1</td><td>4.6</td></tr><tr><td>Fauna [faune]</td><td>4.1</td><td></td></tr></tbody></table>

### 5.4.4 Emotional and behavioural dimensions, relationship to nature

**Strong: impact on the emotional relationship with living beings.** Teachers, pupils and parents all agree on the positive effects of nature observation on the emotional level of the participants. The observation experience made them aware of the fragility of species, their beauty, diversity, colours or textures, among others. In the short term, most of the participants transformed their relationship with wild animals: less fear, desire to protect and care for them, desire to observe them, desire to touch them, etc.

- Observation time helps to manage emotions and to become aware of the outside world:
"It was good, at least this silent observation phase. Because they find it very difficult to be silent. Usually, it's something that makes them anxious quite easily. And there, as we were watching, it was possible. It's true that I really appreciated when we carried out these protocols, we could feel them... and also to contain their emotions... And there, as we didn't want to frighten the birds, they were obliged to hold back. So they were very, very enthusiastic, but they were very, very restrained. It teaches them that. This work with emotions. It really does something and we felt they were really calmed down after these sessions. We had really been in nature, in silence, we had observed together, we were happy to have seen birds, and I think we were also calmed by having really observed them. Few birds, but convincing results from an emotional point of view" (Teacher, middle School)

"I thought it was fun to take the time too, most of the time it was sunny. We really took the time to sit and observe. We take less and less time to sit down and watch the birds in particular. It's true that I found it interesting to see how the birds behaved according to the different species. We could see a crow trying to steal one of our fat balls. The ball was so heavy that it couldn't do it, so it tried several times. It's true that it's quite funny to watch. We know that if we hadn't stood still or watched, we wouldn't have seen that moment which was quite funny and which we remember. It's true that these are nice little memories. Even if for some people it's futile, for us it was interesting" (Girl, 17 years old)

- Observation and touch encourage a sensitive and emotional approach:

"Yes, there is a personal and emotional attachment to snails. That is to say, they find them cute and they want to see them again and they laugh. Yes, yes, yes, this is a very important thing. Maybe more so with snails than with birds. We take the snails in our hands and look at them from all sides, we touch them, it creates a bond. (Teacher, high school)

"I wanted to make the earthworms feel they are loved a little bit. Even if it's very childish what I'm saying. Because no one likes earthworms and everyone finds them disgusting. I really wanted to work with them, to observe them, to touch them. It's very interesting to work on that and it's stupid not to work on that because it's disgusting or whatever. Yeah, that's why I wanted to work with earthworms. Afterwards, I give them a conscience and maybe that's not the right thing to do" (Girl, 18 years old)

- Observation promotes awareness of living things and sharpens attention to nature:

**Kindergarten school:**

"There has been a change in the children's attitude towards insects. Well, not yet with trees, I haven't managed to get them not to tear off the leaves, but... before the firebug, it was 'I'll take some, I'll put some in my pockets, I'll do this, I'll do that'. Now they look at them and they make houses for them. So sometimes they move them to the yard, but it's to put them in a house that they've made with grass, little pieces of wood, leaves. It's no longer 'I'll do anything with it', so it's this side that I find successful" (Teacher, kindergarten school)

**Primary school:**

"There, as soon as they hear a bird, they look up and most of the time, they manage to recognise it, when it is not too far away and when it has remarkable characteristics. And then they say: 'Hey, I hear a ring-necked parakeet', 'I hear a crow'. They pay attention. They are interested in things that maybe they were not interested in before" (Teacher, primary school)

"What is interesting is that, as is often the case in the first grade, we categorise what is alive and what is not. As a plant doesn't move, they tend to think that a plant isn't alive. And so they respect it less than the animal world. And well, I think that with the 'wild on my street' protocol,
plus the oasis courtyard, they have become aware of things and they have as much respect for plants as for animals" (Teacher, primary school)

**Middle school:**

"There are pupils who come to tell me about the birds they have seen in the courtyard, when and where. In any case, it has made them aware of a question of observation and they come to tell us about it. Then they are interested in what it is used for, why it is there. When we went to look at the birds, to realise the diversity of the birds there were" (Teacher, middle school).

**High school:**

"I pay more attention to bird song, even if I can't recognise it, I'm more sensitive to it. Before, birds were: 'Yes, okay, there are birds, they fly, it's pretty', now I pay more attention. I try to listen to their song, to look at them better, to observe them. Even pigeons, I try to be more interested" (Girl, 17 years old)

**Strong: impact on changing students' behaviour towards the species observed.** The change in behaviour is often linked to an attitude of "well-being" of the animal and protection. It is very present in kindergarten and primary school students. Young adolescents in middle and high school talk less about it, but are aware of their change in behaviour.

- Taking care of the animal:

"So, if there's an earthworm in distress: "Mistress, quickly, he's near the earthworm, it's going to be crushed, we have to go and put it in the vegetable garden"... The snails, well, they arrive with the snail in their hand, I say to them "What do we do? I said, "We'll put it in the vegetable garden! So, they put it in the grass so that it doesn't get crushed"" (Teacher, kindergarten school)

"They look at the earthworm, they won't pass by it, they will react so that the earthworm is put back in the earth and that it is not damaged by the other classes that pass by, they will try to identify it, to know what it's called, that interests them, and somewhere they also feel a little responsible for the fact that nothing happens to them, which was not at all the case at the beginning of the year. That I see, and then touching, which they didn't do at all at the beginning of the year... the first times when it was a question of touching, everyone screamed, so there you go, the change in behaviour I see" (Teacher, primary school)

- Even those who disliked or were afraid of a species reported a positive change in their behaviour:

"I had a classmate who didn't do the earthworm protocol, but in the end, she came to help at the end. She seemed to like it, whereas at the beginning, when we were talking about the protocols we had chosen, she said that she didn't like earthworms at all, that it disgusted her. And in the end, she worked with them with a smile. So yes, some of the relationships between the eco-delegates and the earthworms have indeed improved" (Girl, 18 years old)

"I don't kill insects when I come across them. I don't kill them when I come across them, and I don't kill earthworms either, because when it rains there are a lot of them on the ground and I don't want to touch them, not even with my shoes. If I see an earthworm on the ground, I go around it. I make sure I don't run into them, but I don't kill them, I don't crush them" (Girl, 16 years old)

- Behaviour change towards a more eco-citizen attitude:

"Before, it was more me that had to be convinced about nature and that one should really pay attention to it. But now, what has changed is that I try to tell others about it. I really try to share with others what I feel about nature, about biodiversity. I'm trying more and more to set
up things that would show that it's important and to make more and more people aware of it"
(Girl, 17 years old)

"I have realised, more than usually, that nature brings me a lot in my daily life. It's really a breath of fresh air where you are with nature and you forget all the problems of everyday life. It allows us to find ourselves a little bit, to reflect, to put ourselves in our place a little bit, to remind ourselves that we are just humans, we are not the gods of the world and that we can do things to change things" (Boy, 17 years old)

"It's very hard to convince your parents and grandparents, who already have their own ideas about nature, which is not the same relationship to nature as our generations have. Before, everything about sustainable development and climate change didn't affect them very much. Now, I know that it affects us, but also nature. For me, it is important to develop this with people. That's what has changed for me, at least since this year and the end of the year before that. (Girl, 16 years old)

- Questioning and reflecting on the experience with the animal: Taking the time to ask questions about the observation experience encourages a change in the relationship and self-perception of living things. In this case, it is relevant to encourage scientific observation accompanied by questioning about the experience with the animal during the observation and identification period.

"What I see in the workshop is that each time, it is an opportunity to have discussions about their relationship with nature...for example, we found a snail, but not under the boards. It was a pupil who found it near a tree. He took it and put it on his hand, etc. So, the others come to see and obviously, you have very, very different reactions. Some start screaming, some find it disgusting, others discuss it. Some people have never thought of putting a snail on their hand, but they are still interested. So you see them observing, asking what it does. They start to touch the mucus a little to see if it's really disgusting or if it's okay before taking it anyway. So between them, it leads to quite a lot of discussion each time... Yeah, to discuss, is it disgusting? Is it not disgusting? But in fact, in the end, what is the problem?" (teacher, middle school).

### 5.4.5 Social dimension - sharing and valuing among participants

Pedagogical activities contribute to the social construction of pupils, in particular by encouraging teamwork, mutual aid, the sharing of knowledge and experience or collective reflection. Through the REGREEN project, teachers had the opportunity to foster new contexts of networking between pupils around biodiversity and science. The following effects were identified by the associated research:

#### 5.4.5.1. Observation promotes sharing between teachers and students, as well as teamwork between students

During the naturalist observations, the participants (teachers or students) with more environmental sensitivity and naturalist knowledge naturally took the lead in the activity or group in order to guide, reassure, accompany and share with those who had no experience or knowledge of the environment and the species observed:

"It's true that with the teacher and other students who knew more than I did, it also allowed us to share our knowledge. I think that this is also the sharing between us within eco-citizens, eco-delegates and teachers who are involved. I think that there is also the sharing of information that makes everyone learn in the end. So in addition to the protocols, it allows us to get more involved and to have an impact behind it" (Boy, 17 years old)

Several teachers remarked on the importance and quality of the teamwork developed during the observations:
"The day of the protocol, to see them all with their hands in the earth and then, they were super autonomous and really interested and involved, it's not a great year but it impressed me to see them all passing the earthworms around, discussing, laughing, I really liked that moment" (Teacher, kindergarten school)

"They were excited to be all together, counting worms, getting them out, finding them, identifying them, gathering them. In fact, I felt like they were five-year-olds. They were no longer teenagers who could hide behind certain things. And a lot of them didn't know each other because they come from different backgrounds. Often they come in pairs, but the whole group didn't know each other. And there, the fact that we were all around the earthworms, it was unifying" (Teacher, high school)

"It's all the students who are invested in taking time. Really all of them. And those who were faster than the others, they didn't get bored despite everything because they did other things [...]. That's what they did, they tried things and it was great! Afterwards they showed the others and yeah, that's how we should teach and that's how the pupils would learn better and that everyone would learn better above all" (Teacher, high school)

#### 5.4.5.2. The participation in the REGREEN project and the realisation of the VNE protocols have valorised students

Teachers have noticed a feeling of pride among the pupils and classes most active in the VNE observations, as well as a valorisation in the school or in their families.

**- Valorisation within the school:**

"It allows the students who participate and invest themselves, and who are part of the small group that comes often and who have missions with a bit of responsibility, to have a slightly different position in the school because they are in charge of disseminating information to the others" (Teacher, middle school)

"As we are in the courtyard sometimes at lunchtime on Fridays, those who are there on lunch break come to see, they ask questions and we ask the pupils who are part of the workshop to explain what is going on, what they are doing and why" (Teacher, middle school)

"We set up the steering committee. The eco-delegates took responsibility for organising everything. We asked them to prepare a support to explain the project. To explain why they did it, what they wanted to do. The committee took place on video before the holidays. It went very well, they expressed themselves well and the committee members told them that what they wanted to do was great. They were very happy" (Teacher, high school)

**- Sense of pride:**

"So at first they thought it was impossible for us to participate in something really scientific for real [...] And then they were very proud, happy to do it. Too happy that we needed them. They understood that they could participate as little researchers in the project" (Teacher, primary school)

"There was a certain pride. They were a bit impressed to be part of something bigger" (Teacher, primary school)

**- Valuation with families:**

"They talk a lot at home about protocols. I have parents who had to go collecting earthworms or snails to observe them and so on. Children, often, when they leave the classroom, don't talk to their parents about what they did at school. But here, I have quite a lot of feedback from parents, so I think that it has really motivated them. And so, parents also learn things through
> their children. There is a transmission that takes place between children and parents that is
> very rewarding for them" (Teacher, kindergarten school)

> "I have learned a lot about birds this year thanks to my son. He shows me, he explains to me,
> and now we share it together, we observe the birds more when we go for a walk" (Mother).

- Helping peers to overcome fears.

We observed several times a phenomenon of encouragement between pupils. Despite some mockery, in most cases children and young people encouraged each other in difficult moments. Fear is very present in the relationships that some urban children socially reproduce with nature, and more particularly with insects, earthworms or snails. Carrying out the protocols favours a time of thinking which, for some, makes it easier to confront preconceived ideas and their own fears.

**As an example:** A primary school class performed the earthworm protocol several times. Despite her enthusiasm and willingness, during the first two observations, a girl who wanted to touch an earthworm started crying and could not keep her hand in place so that one of her classmates could put the worm on it. During the third and fourth observation, the pupils in the group encouraged her tenderly: "Go ahead, it doesn't do anything, it's all soft"; "I'll take it with you, you'll see that it's all soft"; "Go ahead, I'll take it and you touch it". The encouragement paid off. During the fourth observation, the girl (trembling and a little afraid), left her hand open and held the worm for a few seconds. Everyone else congratulated her and she was pleased with her achievement: "ah, it's all soft, it's cute". (Field observations).

In some cases, some pupils themselves played a moral role with other pupils who behaved inappropriately with a pupil or with the earthworm: "you mustn't throw it away like that, you'll hurt it!"; "let it touch the worm, it's not yours!"; "no, you have to wash them first otherwise they'll burn with mustard".

- Taking care of the living in order to take care of the other: For this teacher, raising awareness of the positive and peaceful relationship between pupils and living beings is very important because it will be translated later into the social context:

> "If they manage to take care of their environment, children will take care of themselves... Well, taking care of oneself sometimes starts with being well in one's environment and taking care of nature and all that. And taking care of others, that's it, that follows on naturally from that. And that's what interests us with these children who live in social contexts that are not very easy" (Teacher, kindergarten school).

- Erasing social inequalities in terms of access to nature. In schools present in deprived neighbourhoods, the implementation of the protocols and activities related to the biodiversity project enabled the pupils to go to natural areas, to take the time to observe nature that remained inaccessible and strange, to make new experiences with animals, to carry out artistic projects, to learn about biodiversity and to confront their fears. These experiences foster a different relationship between young people and their school, their peers, their city and nature. They enable them to become aware of the living world around them and of the possible activities to be carried out in green spaces outside the school and their home.

In conclusion, several positive effects stem from the students' nature observation experience. As we have shown, during the first year of participation in the protocols, the effects of the programme on the pedagogical practices of beginning teachers seem to start taking shape slowly. On the other hand, taking into account the scientific timing could have positive pedagogical effects. The effects of these protocols on naturalist knowledge can be important, but seem to depend on the intensity of involvement of teachers and students in the preparation and execution of these protocols. However, there is a risk that they will remain limited to time of school participation, if complementary actions
are not promoted throughout the student's school career, or if families are not more involved in pursuing nature-related activities at home. Remarkable changes were observed on representations and relationships to nature among the participants, especially at the emotional and behavioural levels. Pupils can develop greater attention and sympathy towards the living world, take care of animals and plants and better understand the importance of their actions on the environment. Finally, positive social aspects are also identified: naturalist observations favour sharing and mutual aid, but also the valorisation of the pupils at school, by their peers and in their families. However, the effects on the development of biodiversity and the greening of school are weak, due to administrative, political or economic constraints. Important changes are needed in social representations of nature among school staffs, to make nature become an opportunity rather than a constraint for improving school environments

## 5.5 Research question 3: How do teachers appropriate VNE programme?

The process of appropriating and mastering VNE protocols is a medium- to long-term process, and the first few years can generate difficulties, even blockages. We have identified three levels of potential difficulties, which we describe below.

### 5.5.1 Institutional difficulties

#### 5.5.1.1. Covid 19 health crisis

The management of the health crisis within the schools limited the amount of time spent working with pupils, as well as the possibilities to involve parents and partners during the first year of the project:

> "It was difficult to manage with the health context. Students are there every other day, it's not always the same ones. It doesn't always coincide with me, my schedule. It makes it a little bit more difficult to implement" (high school)

> "In addition, with the Covid, it's really complicated. At the beginning, we wanted to involve parents, in particular because there are quite a few parents who may have knowledge or, because of their background, may be able to contribute. But that requires a lot of work and now it's really too complicated to welcome parents into the school" (middle school)

#### 5.5.1.2. Time issue

The institutional time organization does not favour adequate (extracurricular) spaces and slots to work properly on scientific observations of nature, especially for middle and high schools.

> "Ideally, we want the students to do everything. But to do that, they would have to go to the lodge and ask for the watering can, go to the tap, measure the quantities of water, measure the quantities of mustard, etc. But you have to wait 15 minutes before the earthworms come out to count them and then you have to repeat the protocol with intervals, and it takes more than an hour. Yet we never have more than one hour in school timing, we have 50-55 minutes, we don't have 1 hour and 20 minutes" (middle school).

> "Since it's a club, it's at lunchtime, sometimes they just have trouble getting through the canteen, or they have a test and they're completely stressed out and they tell us at the last minute: 'I can't, I have to revise'. It's in their free time, so we're a bit subject to these fluctuations. (High school)

> "They do it during their free time, during breaks, when there is a break... Some protocols last a quarter of an hour, so they can them during the lunch break or when they have an hour gap. But we don't have a specific time slot to work on that" (high school).
<figure><img src="image_48.png" /></figure>

#### 5.5.1.3. Difficulties of engagement for eco-delegates

There are no slots or meeting spaces in schools for eco-delegates to get involved:

"We don't have any set times in the school to run the eco-delegates group, we do what we can. We offer a time slot, often on Wednesdays after school. So that everyone can have relative access to it because they come from different classes. So, obviously from a logistical point of view, it's complicated" (high school)

"The school didn't really know how to find a use for the ecodelegates. I think there should have been an obligation for all the ecodelegates to meet at least once, in the afternoon, the morning, whenever. But this year, the ecodelegates were never obliged or called to meet all together at least once. It didn't give the impression that we had responsibilities" (Boy, 17 years old)

#### 5.5.1.4. internal institutional problems (governance, administration, etc.)

Internal conflicts within the institution may make it difficult to implement protocols or natural infrastructures:

"Overall, there is a really bad understanding between the administrative and technical staff. It's going very, very badly. It's a human management problem which, likewise, is untenable. So... it complicates things considerably" (high school)

A change in the organisation of the teachers or partners who initially supported the project may reduce the motivation of the participants and the commitment of some schools during the project:

"The municipality did not renew my partner's contract, so it is more difficult to work with the pupils alone; then, the activities planned by my colleague could not take place to launch the project with the pupils" (kindergarten school)

"The concern is not about the protocols or the natural infrastructures to implement, but more about a change of organisation between my colleague and me, which has somewhat upset the dynamics of the REGREEN project and it is complicated to get back into it on my own" (middle school)

Sometimes volunteer teachers suffer from the lack of commitment of their colleagues in several disciplines:

"No one is hooked because I think that people are not necessarily focused on this personally, in fact, in their private lives. And because they feel that it's going to be a lot of work and, of course, it takes up personal time as well. I think that if it's not something that you like or that you know a bit in advance, people don't get into it. Clearly" (kindergarten school)

"In the school we are really just the two of us. Although we have tried to open up as much as possible, there are not really any colleagues who have joined" (middle school)

"It is much more difficult to mobilise colleagues. At the beginning of the school year, things were still going well, but I think that this year has exhausted everyone from that point of view because we have changed the health protocol so often, that is, we don't know what we can do this week, next week, in a fortnight' time... People don't have the courage to get involved anymore" (middle school)

Sometimes, it is the cumbersome administrative procedures for purchasing equipment, offering outings outside the school or promoting schoolyard depaving projects that limit teachers' long-term commitment:
"For us, buying equipment is always complicated; we have money, but spending money is a major difficulty, it's an obstacle course. You can't go to a supermarket and buy 10 pots of mustard, because you can't get reimbursed for cash expenses anymore. So you have to order, to open an account... That's horrible for us" (High school, nature club)

"We got 7000 euros funding... but, I can't take it anymore and I'm exhausted by it all, because afterwards, we have had to manage the expense and it's not easy. We had to get pro-format invoices, discuss with all school staff, choose and above all take into account what is ecologically interesting... it's too much to manage for us, the teachers" (high school)

"They worked alone because there is nothing to see in the school and so you have to go out to see something. If we want to go out with them, we also have to do a lot of administrative work to get agreements to go out and it's not easy with the management team... In France, students are considered as not well-behaved, doing something stupid, they are seen as a problem" (high school)

#### 5.5.1.5. Student motivation issues

The workload may seem too heavy for students, especially in the final year of high school:

"In any case, with my final year class, I couldn't do it. As they are taking the competitive exams, I couldn't impose this extra thing on them... They already have difficulty carrying out everything that is asked of them, so if I added something, I wouldn't have much of a favourable response" (Teacher, high school).

### 5.5.2 Pedagogical difficulties

#### 5.5.2.1. Little naturalist knowledge

The lack of naturalist knowledge and the difficulties felt in identifying species or groups of species limited the appropriation of the VNE protocols by some teachers, especially those in kindergarten and primary schools, but also middle school teachers without scientific training:

"Quite honestly, I would love to have an expert there to help for accurate identifications... at least the children would see what it means to set up a protocol, that it's very well defined. It's very interesting, but for the identifications, if I don't want to answer anything, I would need to have someone from the museum to help because I don't have the knowledge" (primary school)

"There is a lack of knowledge in terms of species identification and knowledge of their biology and properties: I will find it difficult to feel "up to the task" of supervising the class" (middle school)

"We realise that sometimes it's a bit complicated in terms of identification. Even for us, SVT teachers, it's not that simple. We say to ourselves, for teachers who have primary school children, it must not be that simple" (high school)

#### 5.5.2.2. Difficulties in obtaining the necessary materials

Some observation protocols require the acquisition of specific material, which is sometimes difficult to obtain. This is the case, for example, for the mustard in the earthworm protocol:

"Ah yes, the galley! The mustard jar! We were dying laughing with Amora mustard. I think I went to four or five shops, she also went to four or five, saying "No, it doesn't exist" [laughs]! [...] we managed to find it but I think there are series, and between two series there are gaps, I think, in the supply" (kindergarten school)

In another primary school, two teachers wishing to carry out the earthworm protocol did not find any "Amora fine and strong" mustard. Despite this, they decided to carry out the observation with their pupils, which had been planned for a month. They added more mustard than planned in the protocol
to make up for the fact that the mustard chosen was not strong. One and three earthworms came out respectively for the two classes. The teachers took pictures without trying to identify them with their students and the activity ended there.

For the snail protocol, one difficulty may be related to snail boards:

"There is a difficulty, for example, in the nature of the protocols. We have to use rough wooden boards. But in fact, we didn't have any. Here too, we made a call for donations to our colleagues: "Who has raw wooden boards?" Nobody. Out of 120 teachers, nobody. In the end, it was me who found a board up in the attic. And somehow it hurt my heart when it was cut up. But there it was, we cut it up, we put it in place. And the snails, they don't go under the board. You see lots of them going on the walls. So it's frustrating. We found a few, but we can't note the others. It's frustrating. Maybe the protocol should have just said: "You mark out an area of one square meter on the ground and one square meter on a wall without a board", for example. Or, you can put a piece of wood, whatever the dimensions are. For example, what you can find very easily, and I would have had it right away, is bark. You can find it everywhere in the forest. It would have been easier. Because we hung out with these pieces of wood" (High school).

#### 5.5.2.3. Too high initial ambitions on the part of teachers

During the first year of the project, 2 kindergarten schools, 1 primary school, 2 middle schools and 3 high schools wanted to carry out a large number of VNE protocols. Several teachers realised that it was impossible to carry out all the projects and quickly lowered their expectations:

"The first time we did all the inventories, we had quite a few students... And we realised that it was a lot. In fact, we were starting with too many aspects and each one was going to require a colossal amount of work. That's why, afterwards, we concentrated solely on the birds" (high school)

Others have realised the need to go more slowly and to take the time to better prepare for the acquisition of knowledge:

"I had the impression that at the beginning I went a little bit in all directions, I wanted to do everything at once and I think that if I did it again, on this protocol or on another one, I would go more slowly... And bring knowledge to my students little by little. Not about bird watching itself, but about anatomy, lifestyle, etc. I try to take things one step at a time. I try to take things a little more slowly" (Primary school)

For other teachers, raising awareness and discovering the various protocols were their priority from a pedagogical point of view.

"I'm happy. It's good that they participated at least once. That they know that it exists and that they ask themselves questions about nature, what surrounds them, what's around them. And you see, I think that is the most important thing for them" (primary school)

#### 5.5.2.4. Inadequacy of the chosen protocol in relation to the level of the class

Some teachers of kindergarten or primary schools chose to carry out protocols that were not recommended by the VNE coordinators for these school levels (plants, insects or bats protocols). These teachers wanted to use these protocols to carry out nature awareness sessions: discovering pollinating insects, discovering the plant cycle or working on negative representations of bats. They took part in the REGREEN project with a pedagogical approach focused less on scientific approach and more on changing relationships with nature (to be less afraid of insects, to understand that plants are alive, to change the representations of bats, especially after the covid-19).
#### 5.5.2.5. Lack of parental involvement

The health crisis severely limited parental participation in class activities in kindergarten and primary schools, which impacted the implementation of VNE programmes:

> "We had managed to do an observation before the national instructions were tightened up, and the parents came. But afterwards, we were not able to keep bringing them in... And then this winter, well, it all fell through because this winter we were normally supposed to count the birds. Except that for counting the birds, you really need to be in a small group so that it's calm, but they had tightened up the instructions so I couldn't get the parents involved any more. So the bird count fell through this year" (kindergarten school)

> "Every time we try to organise something, there's a new (health) protocol that tells us we're not allowed to bring parents in anymore. So yeah, it's a bit complicated to integrate them. Otherwise it's something that would have interested us" (primary school)

### 5.5.3 Partnership difficulties

Several teachers would have needed to rely on partnerships to implement the VNE observation protocols. However, for some, their usual partners do not have the necessary naturalist skills to implement these protocols. It is complicated for other teachers to find adequate partners on their territory.

Some teachers and pupils felt frustrated by the lack of support and exchanges with the Museum's researchers and the VNE coordinators in their school. Others would have liked to have more exchanges with classes and pupils from other countries participating in REGREEN, and did not understand why participating in a European project could not allow them to create exchanges between French and Danish classes.

Other teachers regretted that the project did not promote more exchanges with their educational partners on the experiences of implementing VNE protocols.

> "But, in the end, what's a pity is that I don't really know what the other schools and classes are doing. Maybe that's what's missing, more exchanges... Maybe a kind of platform that would list each other's research, their achievements. Because there are probably things, there must be other classes that work on birds, and that could give me ideas, or maybe there are things that we do that could interest them. Maybe that, something where we could exchange with the others. So, I don't know what kind of thing it could be, but it's true that it's missing" (primary school)

Despite these limitations and difficulties, the teachers were happy to have participated in the REGREEN project and to have experimented and discovered the VNE protocols. For example, two teachers from a middle school listed the strong points of their participation in the project: the pure pleasure of discovery through nature observation, learning to manage emotions (so as not to scare the animals away), nature as a subject of conversation, and the pride of the students in participating in a scientific protocol.

Interest in the VNE citizen-science programme remains high even among some teachers who have reduced their level of involvement in the project:

> "Apparently, the vast majority of colleagues want to renew or actually do the protocols next year" (kindergarten school);

> "We learn by doing, next year it will be better" (middle school).

Some teachers have started to value the protocols in other educational contexts:
<figure><img src="image_49.png" /></figure>

"The protocols are really well done! I have already used them in a simplified way with a class of non-native speakers.

Generally speaking, the participants in the REGREEN project were actively involved in the project and were able to test, for some, or appropriate, for others, the protocols for scientific observation of biodiversity.
<figure><img src="image_50.png" /></figure>

# 6 CONCLUSIONS: VIGIE-NATURE ECOLE, A CITIZEN-SCIENCE PROGRAMME THAT CAN BE GRADUALLY ADOPTED

Implementing citizen-science on biodiversity in schools is not a simple and linear process. Understanding the different stages of implementation can allow better accompanying the participants in the learning stages of a scientific pedagogy, but also better responding to the needs of teachers and students and reinforce and enhance their knowledge and skills. Beyond individual variability, we have distinguished three or four different stages (Table 12):

<table><caption>Table 12. Trends and timeframes in the process of appropriating the scientific nature observation protocols of the Vigie-Nature Ecole citizen-science programme</caption><thead><tr><th></th><th>Year 1 Discovery time</th><th>Year 2 Maturation time</th><th>Year 3 Mastery time</th><th>Year 4 Time for Change</th></tr></thead><tbody><tr><td>Carrying out the protocol(s)</td><td>Experimentation</td><td>Refining</td><td>Mastery</td><td>Mastery and experimentation</td></tr><tr><td>Use of the VNE website</td><td>One-off</td><td>In-depth</td><td>One-off</td><td>One-off</td></tr><tr><td>Biodiversity Discourse / Participatory Science</td><td>Low control</td><td>Refining</td><td>Mastery</td><td>Mastery</td></tr><tr><td>Knowledge acquisition naturalists</td><td>Low</td><td>Average</td><td>Mastery</td><td>Mastery and low</td></tr><tr><td>Scientific timeframes</td><td>Low control</td><td>Average mastery</td><td>Mastery</td><td>Mastery</td></tr><tr><td>Determination key</td><td>Low control</td><td>Average mastery</td><td>Mastery</td><td>Mastery</td></tr><tr><td>Data entry On the VNE website</td><td>Low</td><td>Average</td><td>Mastery</td><td>Mastery and low</td></tr><tr><td>Setting up facilities</td><td>Low</td><td>Average Strong</td><td>Average Strong</td><td>Average Strong</td></tr><tr><td>Partnerships</td><td>Low Average</td><td>Average Strong</td><td>Average Strong</td><td>Average Strong</td></tr><tr><td>Need for VNE support</td><td>Strong</td><td>Medium and occasional</td><td>One-off</td><td>One-off</td></tr></tbody></table>

## Year 1 - the time of discovery:

This is the moment of discovery of the scientific protocol and the citizen-science programme. This discovery can be encouraged by the school context (institution, colleagues, partners), but also by the personal context (acquaintances, parents of pupils, personal discovery). The motivated teacher tries to understand what it is all about and tries to use this tool in his or her teaching activities according to the possibilities (discipline, curriculum, extracurricular activities, teaching cycle, etc.). During this stage, the teacher browses the VNE website looking for useful information, namely the videos presenting the observatories, the participation booklet and the determination keys. Some on them
find the time and interest to do an online training course, others start experimenting independently. During this first year, teachers often test the implementation of observations in class and do not pay particular attention to entering and sending data on the dedicated VNE platform. They discover and learn by doing and by making mistakes. This is a time of uncertainty, doubt and lack of confidence in the ability to carry out identification according to the scientific rules.

The first year is also a time of awareness. The experiments carried out allow the teacher to take stock of his or her knowledge, shortcomings and weaknesses, and then of his or her needs in terms of collaboration inside and outside the school, particularly with naturalist partners. The teacher also discovers the expectations and scientific constraints of the protocol (timing, preparation, material, behaviour, knowledge, identification, place of observation, data sending). They test and adapt the scientific time of the protocol to their teaching and school time according to their possibilities and their discipline. At the same time, he/she discovers the communication and awareness strategies needed to motivate and mobilise his/her pupils, without which the objective of participation cannot be achieved; this is done according to his/her educational framework (school cycle, discipline, work area).

The first year is therefore 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 this first year, the accompaniment and assiduous follow-up of the beginning teachers by the VNE coordinators is a key parameter for the adherence to the participative and scientific approach.

## Year 2 - the maturation period:

This is the time to refine the scientific and pedagogical approach. The teacher could be helped by an assessment form to make a reflective evaluation of his or her experiences during the first year, become aware of the improvements to be made in his or her pedagogical practices, and defines new scientific challenges to accomplish for the second year. He or she makes a more relevant choice of protocols to be carried out, according to his or her interests and motivations, but also according to the real possibilities in the school area (identification of the observation site(s) - inside or outside the school, possibilities of accompaniment and naturalist support in the field, material possibilities for the construction of infrastructures such as nest boxes, feeding troughs, cameras; support from the management and integration of teachers, staff or parents in the project, etc.). The pedagogical work also takes shape. Depending on the school cycle and the work format (whole class, club or workshop), the teacher develops more conscientiously the tools and activities necessary for raising awareness, training and learning the keys to identifying the species studied. He or she can better visualise the organisation of an observation calendar and the acquisition of the necessary material during the year. Complementary educational actions in collaboration with other actors can also be developed around the species (conferences, nature outings, artistic work, etc.). Then, most often, during this second year, there is a more in-depth exploration of the educational tools proposed on the VNE website and the platform for entering the collected data. Some teachers are doing online training, or are starting to train independently. A sensitivity to observation emerges or increases in the teacher, thus feeding his or her motivation with the scientific protocols.

In the field, the experiences of the first year allow a better appropriation of the scientific approach and temporality: preparation and management of the group before and during the observation, more rigorous respect of the steps of the protocol, of the observation time and of the identification key. Some teachers are more familiar with the species observed, are more confident and can better guide the pupils in the crucial and complex identification stage, even if occasional identification problems may remain (particularly for earthworms, plants, lichens and insects). In some contexts, the hesitant teacher can take photos and send them to the scientists, to avoid giving wrong information. Data entry on the platform tends to become more regular thanks to a better mastery and understanding of the site, as well as greater confidence in the quality of the data collected for simple protocols (birds or
snails). With the pupils, the teacher has a more elaborate discourse on biodiversity, the objectives and the expectations of the citizen-science programme as regards the interest of contributing to science. They are also more aware of the pupils' possibilities for proposing actions and concrete solutions to encourage the return of biodiversity in the school or in their living environment.

During this second year, support for teachers and pupils by the VNE coordinators can be concentrated at the beginning and end of the year, around a review of what has been achieved or needs to be improved in scientific practice and the implementation of facilities. Scheduled emails can also be sent every three months to the network of participants to maintain symbolic contact with them, to send news about species, to publicise tools or new products, etc. One-off work on communication, construction, implementation and promotion of facilities in schools can be developed with pupils and eco-delegates (communication kit). The feedback to the pupils on their data is highly expected by the participating classes.

## Year 3: Time to master / Year 4: Time for change

This is a time for gaining confidence in the scientific approach. The teacher has a better understanding of the scientific, contextual and institutional issues with which he/she must juggle during the school year to successfully complete the observations of nature, while contributing to research on biodiversity. Partnerships are better identified and collaborations are more regular, new actors can be integrated into the scientific approach and the implementation of facilities (staff, parents, teachers, town hall). The teachers' mastery of scientific protocols reassures them; the material, educational and observation sessions are better organised; identification becomes easier for some. The VNE website is mostly used for data entry and much less for searching for information or pedagogical activities related to the protocols (with the exception of a change of observatory by the teacher during the year, which would lead him/her to use the site to find information specific to his/her needs). The integration of new activities or training around the implementation of student accommodation can be a plus for the VNE site. This new information can revitalise its use.

Two trends were nevertheless identified in the third year thanks to the testimonies of two teachers who have been participating in VNE for four years. For the first, the third (or even fourth) year was a stage of expansion of the educational project with his class. In this context, the teacher introduced new VNE protocols to his project and thus new complementary activities (construction of natural infrastructures, inter-class work, other projects related to biodiversity, etc.). Within the framework of the REGREEN project, the teacher valued the introduction of activities allowing him to work on the pupils' relationship with nature, their representations and their emotions. Similarly, he set up another citizen-science observatory than those proposed by VNE. For the second teacher, the third and fourth years were too much, she was bored. During this year, she was more interested in passing on the torch to her colleagues and passing on the knowledge and teaching skills acquired during the previous years. She is no longer as assiduous with the scientific approach and does not devote as much importance to entering data on the platform as she did at the beginning of her participation.

The third and fourth years seem to represent a time of change in the way teachers think about and invest in the VNE programme, as they need a renewal of their pedagogical practices and personal motivations. The support of VNE coordinators during these years can be focused on this change, for example by helping teachers to feed their pedagogical practices with different activities or protocols, before they fall into a logic of monotony and gradual abandonment of the programme.

The following testimonial shows the evolution of a teacher's involvement in nature observation and participatory science over the last 4 years:

"I worked in the private sector for 15 years before. I was working in a computer engineering services company. I was doing something that had nothing to do with teaching or nature... Today I have been a school teacher for 8 years [...] I am working with Vigie-nature École, this is the third year for me (2020-2021). I had already been participating in the protocols for two
<figure><img src="image_51.png" /></figure>

years [...] Before doing the protocol, I didn't know anything about birds and I wasn't really interested. Now, it's true that I often stop in the street because now I'm interested and I'm starting to recognise them a little and have some knowledge about them. It's true that I see things a bit differently, I think I'm more receptive to issues that didn't necessarily interest me before [...] I've never been someone... I'm not committed to the defence of the environment, any more than anyone else, if you like. But now it's true that it changes a little, it changes the game, it's interesting [...] With the bird protocol, it's wonderful. That is to say, the first time I conducted it, we set up the photographic trap, but I expected to see a pigeon, a blackbird and that's all. And in fact, we noticed that there were a lot of different species of birds passing by [...] When we went back to the classroom, we debriefed our observation. We all discuss together to agree on how many birds of a given species we have seen. We reach a consensus. On the other hand, I'm in charge of recording. It's not them who enter the data on the website [...] This year (2021-2022) we're going to work on mammals that come at night. We have bought a kind of device that takes the prints of mammals when they pass through a kind of tunnel. We're going to put the food in this tunnel and the camera at the end of the tunnel to see what happens at night. Knowing that you never know. I would like to see a hedgehog or a fox". (Teacher, primary school)

This testimony allows us to clearly see the stages that characterise the process of transformation of the relationship with nature and the pedagogical practices that result from the observation of biodiversity on this teacher. It is a long process that develops over time. Observation awakens a feeling of curiosity, discovery and wonder that subsequently fosters interest in going further in knowledge (through scientific protocols), in educational activities (installation of a camera, scientific approach) and in setting up new facilities (to promote discovery). It is therefore a process combining awareness of what surrounds us (observation), understanding of this living thing (scientific protocols), the desire to contribute to research (sending data) and the curiosity to continue discovering one's immediate environment (facilities).
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# 8 APPENDIX

## 8.1 Appendix 1: Call to participate to the REGREEN programme

<figure><img src="image_53.png" /></figure>

L'INSTITUT
PARIS
RÉGION

ARB
AGENCE RÉGIONALE
DE LA BIODIVERSITÉ

We are looking for schools wishing to work on biodiversity and the relationship we have with it. Our objective is to set up concrete actions to promote (directly or indirectly) ordinary biodiversity. Within the framework of the European project REGREEN (see below), we will be able to propose to some voluntary establishments an accompaniment in the implementation of these projects.

### Context of the call:

REGREEN is a European research programme led by the University of Aarhus in Denmark. This programme brings together more than 60 partners from universities, planning and urban development institutes from Europe and China (the two French partners are the Ile-de-France Regional Biodiversity Agency (ARB-IdF) and the National Museum of Natural History). Based on the observation that urban systems face major socio-environmental challenges and that the degradation of natural ecosystems makes cities vulnerable, the REGREEN project supports work that seeks to encourage the implementation of solutions based on the functioning of ecosystems (in English Nature-Based Solutions). More generally, it aims to understand and promote the renaturation of cities in a concerted approach that takes into account biodiversity, city dwellers and the governance of urban spaces.

Paris and the Ile-de-France region are one of the three study sites planned for this project, alongside Aarhus (Denmark) and Velica Gorica (Croatia).

### Objectives of the call

Within REGREEN, the Museum and the ARB-IdF, wish to develop a collaborative work with schools (from primary to high school) in Île-de-France, to answer the following questions:

What relationships do students have with nature? How do they relate to their activities in nature, and/or to the acquisition of knowledge about biodiversity?

Does the implementation of facilities or activities dedicated to nature in schools make it possible to modify 1) the biodiversity present on school grounds; 2) the appropriation of these spaces by students; 3) the teachers' educational activities; 4) the governance of schools, both internally and with local actors (municipalities, departments, etc.)?

### Participation process:

Initially, 1) an inventory of the state of biodiversity in the school will be carried out, following the protocols of Vigie-Nature Ecole (https://www.vigienature-ecole.fr/). These protocols will be carried out by the students and their teachers with, if possible, administrative staff, maintenance agents and/or parents. 2) In parallel, an inventory of the relationship between the students and the adults will be proposed, in the form of a quiz or short survey. The analysis of these data will be implemented in partnership with the MNHN team.

Students, teachers, staff and potentially parents, accompanied by the MNHN team, will use this diagnosis of the state of health of biodiversity to propose facilities and activities that promote the
biodiversity present in the school and that encourage relationships with nature. These activities could be linked to the arts (visual arts or technology, participation in and study of literary works or shows, etc.)

These activities and arrangements will be implemented throughout the year. Regular monitoring of biodiversity with the Vigie-Nature School protocols will make it possible to evaluate the effectiveness of these installations.

**Resources and support:**

All the establishments that participate in this project can be accompanied by people from the Museum or the ARB-IdF. Other structures, such as the CAUE (council for architecture, urban planning and the environment), may be mobilized.

Two activities have been identified by the Museum and the ARB-IdF teams: the implementation of participative sciences in schools (Vigie-Nature Ecole), Etienne Saglio's new magic show, Le bruit des loups (http://www.ay-roop.com/le-bruit-des-loups-etienne-saglio/). [Due to Covid crisis, the magic show was delayed and this activity was not included in this report]

**Condition of engagement:**

This project will span two school years (2019-2020 and 2020-2021). Teams wishing to participate in this project must have a minimum of two teachers, at least one of whom must be a life and earth sciences teacher. They will then join the collective of this project, which will bring together scientists, naturalists, artists, etc. in addition to teachers and students.

**Resource persons for this call for proposals:**

- Léo MARTIN: Project manager at CESCO (Museum) for this project

- Sébastien TURPIN: Coordinator of Vigie-Nature Ecole

- Simon BENATEAU: Deputy coordinator of Vigie-Nature Ecole

- Anne-Caroline PREVOT: CNRS researcher at CESCO (Muséum)

- Gwendoline GRANDIN: correspondent of this project at ARB-IdF
## 8.2 Appendix 2: Sociology of the teachers involved in the programme

<table><thead><tr><td>Teacher</td><td>Age</td><td>Gender</td><td>School level</td><td>Disciplines/profession</td><td>Classes</td></tr></thead><tbody><tr><td>Teacher 1</td><td>48</td><td>M</td><td>Kindergarten</td><td>All disciplines</td><td>Petite section</td></tr><tr><td>Teacher 2</td><td>44</td><td>F</td><td>Kindergarten</td><td>All disciplines</td><td>Moyenne et grande section</td></tr><tr><td>Teacher 3</td><td>36</td><td>F</td><td>Kindergarten</td><td>All disciplines</td><td>Petite section</td></tr><tr><td>Teacher 4</td><td>39</td><td>F</td><td>Primary</td><td>History</td><td>CE1-CE2</td></tr><tr><td>Teacher 5</td><td>50</td><td>F</td><td>Primary</td><td>All disciplines</td><td>CP</td></tr><tr><td>Teacher 6</td><td>36</td><td>F</td><td>Primary</td><td>All disciplines</td><td>CE1</td></tr><tr><td>Teacher 7</td><td>44</td><td>F</td><td>Primary</td><td>All disciplines</td><td>CE2</td></tr><tr><td>Teacher 8</td><td>43</td><td>F</td><td>Primary</td><td>All disciplines</td><td>CP</td></tr><tr><td>Teacher 9</td><td>41</td><td>F</td><td>Primary</td><td>All disciplines</td><td>CP</td></tr><tr><td>Teacher 10</td><td>36</td><td>F</td><td>Primary</td><td>All disciplines</td><td>CE1</td></tr><tr><td>Teacher 11</td><td>40</td><td>F</td><td>Primary</td><td>All disciplines</td><td>CPA2</td></tr><tr><td>Teacher 12</td><td>45</td><td>M</td><td>Primary</td><td>All disciplines</td><td>CP</td></tr><tr><td>Teacher 13</td><td>39</td><td>F</td><td>Middle</td><td>Librarian</td><td>6ème, 5ème, 4ème</td></tr><tr><td>Teacher 14</td><td>33</td><td>M</td><td>Middle</td><td>History/geography</td><td>6ème, 5ème, 3ème</td></tr><tr><td>Teacher 15</td><td>26</td><td>F</td><td>Middle</td><td>Biology</td><td>6ème à 3ème + UPE2A (allophones)</td></tr><tr><td>Teacher 16</td><td>37</td><td>M</td><td>Middle</td><td>Biology</td><td>Club nature</td></tr><tr><td>Teacher 17</td><td>31</td><td>HM</td><td>Middle</td><td>Biology</td><td>6ème, 4ème</td></tr><tr><td>Teacher 18</td><td>58</td><td>F</td><td>High</td><td>Biology</td><td>2nde, 1ère, terminale</td></tr><tr><td>Teacher 19</td><td>50</td><td>F</td><td>High</td><td>Economy and sociology</td><td>2nde, 1ère, terminale</td></tr><tr><td>Teacher 20</td><td>37</td><td>F</td><td>High</td><td>Biology</td><td>2nde, 1ère, terminale</td></tr><tr><td>Teacher 21</td><td>52</td><td>F</td><td>High</td><td>Biology</td><td>2nde, 1ère, terminale</td></tr><tr><td>Teacher 22</td><td>46</td><td>F</td><td>High</td><td>Biology</td><td>Terminal, classes post-baccalauréat</td></tr><tr><td>Teacher 23</td><td>41</td><td>F</td><td>Medium</td><td>French</td><td>5ème, 3ème</td></tr></tbody></table>
## 8.3 Appendix 3: Guideline for the semi-structured interviews of the teachers

**Personal information:** First name / Age / Gender / Civil status / Place of birth / Living place / School / Profession / Classes

### 8.3.1 Part 1 - Opening Questions

How long have you been teaching at this school?

What do you think is unique about this school compared to others geographically? Environmental? Socio-cultural?

According to you, what are the major difficulties for teachers and students in this school?

#### A) Awareness and acceptance of the REGREEN project

Can you explain to me how you joined the European project REGREEN? Why did you join this project?

How was the project received by your management? By your colleagues? By the pupils and their families?

Can you tell me if the objectives of the REGREEN project are clear to you and your school?

Have you been involved in citizen-science projects before REGREEN? What do you think about citizen-science? about data collection?

#### B) Personal and collective educational appropriation of the REGREEN project

How did you integrate the REGREEN project in your educational activities?

Did you have any difficulties integrating the VNE protocols into your educational activities? Can you give me an example of a difficulty encountered?

What relationships or collaborations have you developed with other members of your school for the REGREEN project (other teachers, staff, administrators)? Can you give me an example of a collaboration you developed for the REGREEN project with one of these people? What did this collaboration add to the project and the students?

Have you developed relationships or collaborations with partners outside the school (scientists, parents, professionals, associations, other)? Can you give me an example of collaboration with a partner for the REGREEN project? What did this partnership collaboration bring to the project and to the students?

Is there a steering committee for the REGREEN project in your school? If yes, who is on it? If not, why not?

How can we help you to set up this committee next year?

#### C) Participation and presentation of the project to students

Who is involved in the REGREEN project in your school?

How was the REGREEN project presented to the students? Parents (for kindergarten and elementary schools)?

How did the students react to the REGREEN project / protocols? How did the parents react to the project? (for kindergarten and elementary schools)
What means did you use to make your students aware of the VNE protocols? (none, VNE videos, scientific sources, documentaries, etc.) Did the students take initiatives to carry out the VNE protocols within the school? For example?

How was this received by other students and the administration?

Have you observed any changes in behavior following the realization of the protocols among the students in relation to the species observed? Among parents? Among your colleagues? For example?

Did you observe any differences between students (boys and girls) during the execution of the VNE protocols? Which ones?

Did you have any difficulties to mobilize students in the project? For example?

Did you have any difficulties in involving parents in the project? For example?

How do you think we can improve student participation in the project for next year? What about the involvement of other adults?

What role do the eco-delegates currently play in the project? In your opinion, could they be given a more important place? How could this be done?

### D) Activities carried out - protocols

What VNE protocols do you carry out in your classes?

Can you tell me how the protocols are carried out with your students in class and outside?

What activities do you promote to accompany the realization of the protocols? Why do you do this?

Where did the VNE protocols take place? Why did you choose this space?

Did you need to adapt the protocols? Why did you need to adapt the protocols? How did you adapt the protocols?

How is data collection and entry done during student observations? Who does the data entry on the VNE site? Why or why not?

Do you ever not perform data entry on the VNE site? Why or why not?

Do you use the resources offered on the VNE site to carry out the protocols? If so, which ones? What do you think of these resources? If not, why not?

Would you like to have other resources on the VNE site to help you implement protocols? Which ones? What type of protocols?

What do you think of the other protocols proposed in this project (free listing, nature stories, exploratory activities)?

Did you participate in the training offered by the School Vigilance Programme to help you implement the protocols? If so, what did you think of these trainings? If not, why?

Would you like to take (another) course by the end of the year? Which one?

### Conclusion part 1

Do you have a memorable anecdote to tell me about the protocols?
What activities would you like to develop in your school next year around the VNE protocols?

### 8.3.2 Part 2: reflective questions

#### A) Your relationship with nature

How would you define your personal relationship with nature today?

Do you think that your personal relationship with nature influences your teaching practices? For what?

Can you give me an example?

Do you think that conducting the VNE protocols will change anything in your relationship to nature?

Like what for example?

#### B) Reflective approach

Do you think the VNE protocols have, or will have, an impact on your students? Like what, for example? (knowledge, relationship to others, research, other)

And on the school?

Would you like to continue this project next year? Why or why not? What would you change?

After this first year of participation in the project, what aspects could be improved for next year?

What would you need to do differently?

#### Conclusion Part 2

Would you like to add a comment on something we overlooked?

Thank you very much for your participation
<figure><img src="image_54.png" /></figure>

## 8.4 Appendix 4: Observation grid for VNE Protocols

Date / Site / interactions / body posture / discours

<table><tr><td>Implemented activity</td><td colspan="2"></td></tr><tr><td>Objective of the activity</td><td colspan="2"></td></tr><tr><td>Starting time of the activity</td><td></td><td rowspan="2">Total duration of the activity</td></tr><tr><td>Ending time of the activity</td><td></td></tr><tr><td>Class</td><td colspan="2"></td></tr><tr><td>Number of students</td><td>Boys :</td><td>Girls :</td></tr><tr><td>Adults</td><td colspan="2"></td></tr><tr><td>Activity context</td><td colspan="2">VNE protocol / Other</td></tr><tr><td>Sites for the activity</td><td colspan="2">Inside :</td></tr><tr><td>Weather</td><td colspan="2">Outside :</td></tr></table>

### BEFORE THE PROTOCOL :

<table><tr><td>TIME</td><td colspan="3">Length of the presentation</td></tr><tr><td rowspan="4">SPACE<br/>Spatial<br/>organization<br/>of<br/>people<br/><span style="color:red;">To draw</span></td><td colspan="3">Students :</td></tr><tr><td colspan="3">teachers</td></tr><tr><td colspan="3">Other animator</td></tr><tr><td colspan="3">Parents / others :</td></tr><tr><td rowspan="5">TALKS</td><td colspan="3">Who talks (function)?</td></tr><tr><td colspan="3">Content / Theme</td></tr><tr><td colspan="3">Media used to present<br/>information</td></tr><tr><td colspan="3">Language used<br/>(scientific, adapted,<br/>complex...)</td></tr><tr><td colspan="3">Vision given of the<br/>observed species<br/>(terms, vocabulary)</td></tr><tr><td rowspan="4">BODY<br/>POSTURE<br/>(non<br/>verbal<br/>languag)</td><td colspan="3">Students</td></tr><tr><td colspan="3">Teachers</td></tr><tr><td colspan="3">Other animators:</td></tr><tr><td colspan="3">Parents / others :</td></tr><tr><td>INTERACTIONS</td><td>What</td><td>When</td><td>Content</td></tr><tr><td>Teachers<br/>interventions</td><td colspan="3"></td></tr><tr><td>Parents<br/>interventions</td><td colspan="3"></td></tr><tr><td rowspan="4">Students<br/>oral<br/>interventions<br/><span style="color:red;">Write in the<br/>notebook</span></td><td colspan="2">Who (M/F)</td><td rowspan="4">What (content / action)</td></tr><tr><td colspan="2"></td></tr><tr><td colspan="2"></td></tr><tr><td colspan="2"></td></tr></table>

**Drawing of the situation / spatial context of the activity Before the protocol**
<figure><img src="image_55.png" /></figure>

DURING THE PROTOCOL / activity

<table><tbody><tr><th scope="row">TIMING</th><td colspan="3">Duration of the activity :</td></tr><tr><th scope="row">Course of the activity<br/>Movements</th><td colspan="3">Where ? :<br/>How the trip goes (who accompanies, duration, atmosphere)</td></tr><tr><th scope="row">SPACE<br/>Spatial organisation<br/>of actors<br/>Sketch/ photo<br/>Movements (indicate<br/>movements in the<br/>sketch)</th><td colspan="3">Students : organisation/reorganisation/ movements (who, how)<br/><br/>Teachers<br/><br/>Other animators<br/><br/>Parents /others :</td></tr><tr><th scope="row">TALKS</th><td>Who talks? (function)</td><td></td><td></td></tr><tr><th scope="row"></th><td>Content/theme</td><td></td><td></td></tr><tr><th scope="row"></th><td>Media used to present<br/>the information</td><td></td><td></td></tr><tr><th scope="row"></th><td>Language used<br/>(scientific, adapted,<br/>complex...)</td><td></td><td></td></tr><tr><th scope="row"></th><td>Vision given of the<br/>observed species<br/>(terms, vocabulary)</td><td></td><td></td></tr><tr><th scope="row">BODY POSTURE<br/>(non verbal<br/>language)<br/>Changes during the<br/>observation</th><td colspan="3">Students<br/><br/>Teachers<br/><br/>Other animators<br/><br/>Parents / others :</td></tr><tr><th scope="row">INTERACTIONS</th><td colspan="3">What / When / Content</td></tr><tr><th scope="row">Teachers<br/>interventions</th><td colspan="3"></td></tr><tr><th scope="row">Parents<br/>interventions</th><td colspan="3"></td></tr><tr><th scope="row">Interactions of<br/>students with each<br/>other / with others<br/>Language/vocabulary<br/>Expressions<br/>Objectives of the<br/>action<br/>Note in the notebook</th><td>Who<br/>(M/F)</td><td colspan="2">What (content / action)</td></tr><tr><th scope="row">Interactions of<br/>students with <strong>Nature</strong><br/>Attention to <strong>SENSES</strong><br/>mobilized</th><td>Who<br/>(M/F)</td><td colspan="2">What (interaction with what / type of action / purpose /<br/>speech / attitude -aggressive-soft-etc. / interaction alone or<br/>other)</td></tr></tbody></table>

Sketch spatial organization: Attention to movement - spatial reorganization
<figure><img src="image_56.png" /></figure>

AFTER VNE PROTOCOL:

<table><tbody><tr><th>TIMING</th><td colspan="2">Duration</td></tr><tr><td>New proposed activity ? What? How ?</td><td colspan="2"></td></tr><tr><th>SPACE<br>Spatial organization of actors<br>If needed, take sketch 1 and modify</th><td colspan="2">Where ?<br>Students :<br>Teachers<br>Other animators :<br>Parents / others :</td></tr><tr><th>TALKS</th><td>Who talks? (function)<br>Content/theme<br>Media used to present information<br>Language used (scientific, adapted, complex...)<br>Vision given of the observed species (terms, vocabulary)</td><td></td></tr><tr><th>BODY POSTURE<br>(non verbal language)<br>Behaviors<br>Gestures, Grimaces</th><td colspan="2">Students :<br>Teachers<br>Other animators :<br>Parents / others :</td></tr><tr><th>INTERACTIONS</th><th>What</th><th>When</th><th>Content</th></tr><tr><td>Teachers' Interventions</td><td></td><td></td><td></td></tr><tr><td>Parents' Interventions</td><td></td><td></td><td></td></tr><tr><td>Animators' Intervention</td><td></td><td></td><td></td></tr><tr><th>Students' or an<br>Interventions</th><th>Who<br>(M/F)</th><th colspan="2">What (content / action)</th></tr><tr><td>Note in the notebook</td><td></td><td></td><td></td></tr></tbody></table>

© Mara SIERRA-JIMENEZ

COMMENTS

* Recording of exchanges is recommended to have access to the verbatims
<figure><img src="image_57.png" /></figure>

## 8.5 Appendix 5. Focus groups implemented in 2021

<table><thead><tr><td>Theme / gender</td><td>School level</td><td>Number of participants</td></tr></thead><tbody><tr><td>Birds / Boys</td><td>primary</td><td>8 students + Mara SJ</td></tr><tr><td>Birds / Boys</td><td>primary</td><td>8 students + Mara SJ</td></tr><tr><td>Birds / Boys</td><td>primary</td><td>8 students + Mara SJ + teacher</td></tr><tr><td>Birds / Girls</td><td>primary</td><td>7 students + Mara SJ + teacher</td></tr><tr><td>Birds / Girls</td><td>primary</td><td>8 students + Mara SJ</td></tr><tr><td>Birds / Girls</td><td>primary</td><td>8 students + Mara SJ</td></tr><tr><td>Earthworms / Boys</td><td>primary</td><td>7 students + Mara SJ</td></tr><tr><td>Earthworms / Girls</td><td>primary</td><td>7 students + Mara SJ</td></tr><tr><td>Several species / Boys and Girls</td><td>primary</td><td>6 students + Mara SJ</td></tr><tr><td>Several species / Boys and Girls</td><td>primary</td><td>6 students + Mara SJ</td></tr><tr><td>Several species / Girls</td><td>middle</td><td>6 students + Mara SJ</td></tr></tbody></table>
## 8.6 Appendix 6: Diploma for participation to REGREEN

<figure><img src="image_58.png" /></figure>
## 8.7 Appendix 7: Presentation of school participations to the REGREEN project

### 8.7.1 Primary school

<figure><img src="image_59.png" /></figure>

Protocole Vigie-Nature École « oiseaux des jardins »

* Identification des oiseaux de leur école

* Mise en place des mangeoires et des nichoirs

* Mise en place d'un appareil photo pour observer les oiseaux de l'école

* Apprendre à reconnaître et identifier les oiseaux de l'école

* Plantation des graines à l'école pour nourrir les oiseaux

* Production d'une fresque artistique sur les oiseaux de leur école

<figure><img src="image_60.png" /></figure>

<figure><img src="image_61.png" /></figure>
## 8.7.2 Middle school

<figure><img src="image_62.png" /></figure>

### Collège Emile Zola

MUSEUM NATIONAL D'HISTOIRE NATURELLE
AGENCE RÉGIONALE POUR LA BIODIVERSITÉ

<figure><img src="image_63.png" /></figure>

ATELIER

<figure><img src="image_64.png" /></figure>

REGREEN
NATURE-BASED SOLUTIONS

Une présentation de Riyad Benkanoun, Chalia Chalghoum, Léo Chauchis Xifra, Tommy Dequi Seckler, Mahé Gueret, Manel Hemouga, Massylia Iklef, Anyes-Zahia Moudache, Ritag Othman, Maëlys Tamoud et Hadjila Zaouali.

Protocole Vigie-Nature École « Lichens »

* Test avec les protocoles oiseaux, vers de terre et escargots

* Identification des zones pour faire le protocole - Adaptation au terrain

* Réalisation des protocoles à l'extérieur de l'établissement

* Apprendre à reconnaître et identifier les lichens

* Valorisation du projet par le club nature à d'autres classes

* Atelier « la nature et nous »

### L'ATELIER AU COLLÈGE

#### OBJECTIF 1 : OBSERVER ET COMPTABILISER LA BIODIVERSITÉ AU COLLÈGE

<figure><img src="image_65.png" /></figure>

Oiseaux des jardins

<figure><img src="image_66.png" /></figure>

Placettes à vers de terres

<figure><img src="image_67.png" /></figure>

<figure><img src="image_68.png" /></figure>

<figure><img src="image_69.png" /></figure>

Lichens Go !

<figure><img src="image_70.png" /></figure>

Opération escargots

<figure><img src="image_71.png" /></figure>

<figure><img src="image_72.png" /></figure>

### LE PROTOCOLE LICHENS :

### LES RÉSULTATS

#### Sur les trois arbres : toutes les faces sauf sud

Phycio adscendens / tenella

<figure><img src="image_73.png" /></figure>

Présence de sorales au bout des lobes.

<figure><img src="image_74.png" /></figure>

Présence de cèle (t à 3 mm) et de quequémorines.

<figure><img src="image_75.png" /></figure>

Lobes étroits de 0,3 à 1,5 mm de large

<figure><img src="image_76.png" /></figure>

<figure><img src="image_77.png" /></figure>
### 8.7.3 High school

# LE PROJET REGREEN

## AU LYCEE JULIE VICTOIRE DAUBIE ARGENTEUIL,
VAL D'OISE

## CLASSE DE 2nde 8 ET DE 2nde 3

* Protocole Vigie-Nature École « oiseaux »

* Identification des zones pour faire les observations dans le lycées - Adaptation de terrain

* Réalisation des protocoles à l'extérieur de l'établissement

* Apprendre à reconnaître et identifier les oiseaux

* Partenariat avec une classe allemande pour réaliser l'observation d'oiseaux dans leur ville et comparer

* Atelier art et sciences sur les oiseaux et la nature

## LES OISEAUX ONT ÉTÉ OBSERVÉS HORS DU LYCEE ET DES FICHES ONT ÉTÉ REALISEES

Début de l'observation 10h20 et la fin à 10h35.
Durant ces 15 minutes j'ai pu observer différent type d'oiseau. Tout d'abord j'ai vu des pies c'est un animal assez rapide et très curieux. Ensuite j'ai vu des pigeons ce sont les oiseaux qui m'ont le plus approché cela m'a permis de mieux les observer et par ce fait j'ai pu voir que la plupart était blessée j'en ai même vu un avec une patte en moins. Ensuite j'ai vu des corbeaux se sont des oiseaux assez impressionnant et surtout effrayant de par leurs cris, leur saut et leur taille comparé aux autres oiseaux.

<figure><img src="image_78.png" /></figure>

<figure><img src="image_79.png" /></figure>

<figure><img src="image_80.png" /></figure>

## UN EXPOSITION ART ET SCIENCES A ÉTÉ REALISEE

<figure><img src="image_81.png" /></figure>

<figure><img src="image_82.png" /></figure>