SEEDS it is expected to have a relevant impact on two main categories: teachers and students.
On one hand, SEEDS work plan provides for a set that are expected to a have a direct impact on skills and competencies of the involved teachers: sharing experiences will provide teachers with new examples and new ideas as well as experimentation of the didactic tools will provide them with new teaching solutions and tools whose usefulness and effectiveness will be strengthened by their evaluation and validation.
On the other hand, SEEDS it is expected to provide new experimental teaching tools aimed at making science education more attractive. Developing a didactical kit based mainly on the “hands on” approach, the final goal is to increase students’ interest (and, indirectly, performances) thanks to didactical activities where students are asked to be actors in the process rather than to attend traditional classes.
In general terms a positive impact is expected also on participating institutions other than schools. Coordinating local authorities will have the opportunity to improve their policies in this specific field thanks to contamination deriving from the exchange as well as they will have the opportunities to establishing links for a long lasting cooperation focused on educational issues.
Other actors involved in the project such as teachers associations, environmental association, research centres they all will have the opportunity to compare and enrich their expertise in the field addressed through the mutual exchange that will take place during the whole project lifespan.
Definition of monitoring tools and procedures will be in charge of the Province of Parma which will present specific plans and tools at the 1st transnational project meeting. Monitoring and evaluation will be both qualitative and quantitative and it will address the project as a process and the project as a contents. A document containing qualitative and quantitative indicators to be reached by the project and/or by each single partner will be drafted at the beginning of the project and it will represent the main terms of reference in the evaluation of the project as a process.
The main goals of this first kind of evaluation will be to keep the project on the right track and then in line with original plans so partners will have to regularly keep track of data such as People reached through dissemination events and tools, number of documented best practices, numbers of teachers involved in job- shadowing, etc.
From a qualitative point of view project as a process will be then monitored and evaluated trough information exchanged by partners during the project lifespan, information made available through minutes of the meetings (skype meeting and coordination meetings, both local and transnational). Project as a content will be monitored and then evaluated from a qualitative point of view: questionnaires and other inquiry tools (interviews, diaries, etc) will be defined and then will applied in different stages of the project in order to evaluate changes occurred in persons (teachers and students) as a consequence of their participation in the project.