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An educational program focusing on seismological activities for student training in observational sciences and on raising citizen awareness of natural hazards has been active in France since 1995. Over this quarter century, different generations of students have learnt various lessons concerning instrument installation, data recording and analysis. These actions have led them into the field of scientific interrogation and interpretation, making them better prepared for our modern technological societies. We describe these student commitments motivated by the installation of the first educational broadband seismometer in southern France. Analysis of regional earthquakes has generated a strong awareness of the seismic hazard where students live, while records of strong earthquakes all around the world have induced interaction between students, especially after the deployment of additional seismometers at schools. The natural extension of such an educational seismic network, first at the national level in France in 2006 and later in many countries through various collaborations, has enriched the pedagogical practices of teachers, increasing their skills in seismology and natural sciences among various other disciplines complementing standard educational resources. We describe the necessary and sustainable relations between teachers and researchers over time. Combining students' motivation, teachers' experience and researchers' expertise has led to different hosting structures over the years. We conclude by presenting the feedback from a survey carried out in 2019 among all the teachers involved, highlighting the strong and weak points of such a long-term adventure. Recent integration into the official syllabus of the new Geosciences high-school curricula in France illustrates the impact of such an exceptional experience.

An educational program focusing on seismological activities for school and university students that trains in observational sciences and raises citizen awareness of natural hazards has been active in France since 1995. Over this quarter century, different generations of students have learned various lessons concerning instrument installation, data recording, and analysis. These actions have led them into the field of scientific interrogation and interpretation, making them better prepared for our modern technological societies. We describe these student commitments that have been motivated by the installation of the first educational broadband seismometer in southern France. Analysis of regional earthquakes has generated a greater awareness of the seismic hazards where students live, while records of strong earthquakes all around the world have led to interaction between students, especially after the deployment of additional seismometers in schools. The natural extension of such an educational seismic network, first at the national level in France in 2006 and later in many countries through various collaborations, has enriched the pedagogical practices of teachers, increasing their skills in seismology and natural sciences among various other disciplines and complementing standard educational resources. We describe the necessary and sustainable relations between teachers and researchers over time. Combining students' motivation, teachers' experience and researchers' expertise has led to different hosting structures over the years. We conclude by presenting the feedback from a survey carried out in 2019 among all the teachers involved, highlighting the strong and weak points of such a long-term adventure. Recent integration into the official syllabus of the new Geosciences high school curricula in France illustrates the impact of such an exceptional experience.

International audience; Cet article présente le dispositif éducatif « Eaux souterraines » mis en place dans un réseau de collèges du Var et des Bouches du Rhône. Dans le cadre d’un partenariat, les élèves découvrent le karst sur le terrain, étudient l’écoulement de l’eau souterraine, et transmettent leurs connaissances acquises. Pour illustrer les résultats préliminaires obtenus sur le suivi d’une cavité dans le cadre du projet, les données du Régaïe de Néoules (Var) sont présentées et interprétées succinctement. En effet, c’est bien de spéléologie et de pédagogie dont parlent ces quelques pages. Cet article a pour objectif de susciter la naissance de nouveaux projets du même type. Il s’adresse aux spéléologues, aux professeurs, aux collectivités territoriales, aux universitaires, et à tous les acteurs (associatifs ou institutionnels) en lien avec le terrain et la jeunesse.