224
system of sand dunes. They also study the process of sand dune creation and
development through experimental and playful ways.
(b) Food web: Using the evidence they collect about the food relations of the
coastal living organisms, students discover the food web of the coastal ecosystem. They deepen their understanding on concepts of food relations while
identifying plants and animals of the coast and their interactions.
(c) The effect of garbage: Students discover evidence relating to the decomposition rate of several materials and their impact on the coastal ecosystem.
Through the data collected students awaken environmentally and realise the
impact that anthropogenic waste can have on the coast and the natural ecosystems in general.
(d) Coast and Humans: Students identify several issues that are directly related
to human presence on the Coast and the consequences of anthropogenic
activities on the ecosystem. They explore and outline the relationships
between humans and the coast and become aware of the importance of sustainable coastal management and protection developing positive environmental attitudes and values.
3. Actions in Community
Students returning to their school are encouraged to continue their action on an
individual and collective level (class, school, community) to protect the coast. As
a school, they adopt the specific coast and work to inform the public (peers, parents, relatives and stakeholders) on the need for coast protection. Additionally,
they organise campaigns in the community to educate on actions that should be
followed when visiting the coastal ecosystems, e.g. avoid trampling and vehicle
driving on sand dunes, collect garbage, and avoid distracting the living organisms of the coast.
The several one-day experience programmes offered by CYCERE are used as a
springboard to transfer the environmental issue back to each student’s classroom,
home and community. The students’ active engagement in the community is an
integral part of each programme; it focuses not only on personal environmental
behaviour but also on civic participation. These programme characteristics
contribute to a broader perspective of EE and expand the followed dimension covering aspects of Education for Environmental Citizenship.
14.3.2 Youth Clubs as a Youth Engagement Framework: Case
Study of Israeli Youth Movements
The term used for a place where young people can meet and partake in diverse
activities is usually one of the following: youth club, centre, group, or movement.
Globally, they vary in their activities as well as histories according to cultural, political and social contexts, or voluntary or government support. Youth clubs comprise
D. Paraskeva-Hadjichambi et al.
system of sand dunes. They also study the process of sand dune creation and
development through experimental and playful ways.
(b) Food web: Using the evidence they collect about the food relations of the
coastal living organisms, students discover the food web of the coastal ecosystem. They deepen their understanding on concepts of food relations while
identifying plants and animals of the coast and their interactions.
(c) The effect of garbage: Students discover evidence relating to the decomposition rate of several materials and their impact on the coastal ecosystem.
Through the data collected students awaken environmentally and realise the
impact that anthropogenic waste can have on the coast and the natural ecosystems in general.
(d) Coast and Humans: Students identify several issues that are directly related
to human presence on the Coast and the consequences of anthropogenic
activities on the ecosystem. They explore and outline the relationships
between humans and the coast and become aware of the importance of sustainable coastal management and protection developing positive environmental attitudes and values.
3. Actions in Community
Students returning to their school are encouraged to continue their action on an
individual and collective level (class, school, community) to protect the coast. As
a school, they adopt the specific coast and work to inform the public (peers, parents, relatives and stakeholders) on the need for coast protection. Additionally,
they organise campaigns in the community to educate on actions that should be
followed when visiting the coastal ecosystems, e.g. avoid trampling and vehicle
driving on sand dunes, collect garbage, and avoid distracting the living organisms of the coast.
The several one-day experience programmes offered by CYCERE are used as a
springboard to transfer the environmental issue back to each student’s classroom,
home and community. The students’ active engagement in the community is an
integral part of each programme; it focuses not only on personal environmental
behaviour but also on civic participation. These programme characteristics
contribute to a broader perspective of EE and expand the followed dimension covering aspects of Education for Environmental Citizenship.
14.3.2 Youth Clubs as a Youth Engagement Framework: Case
Study of Israeli Youth Movements
The term used for a place where young people can meet and partake in diverse
activities is usually one of the following: youth club, centre, group, or movement.
Globally, they vary in their activities as well as histories according to cultural, political and social contexts, or voluntary or government support. Youth clubs comprise
D. Paraskeva-Hadjichambi et al.