Reading over and under the waves: A study of ocean picture books for children

2021 ◽  
pp. 1-20
Author(s):  
Prue F. Francis ◽  
Paul Venzo ◽  
Alecia Bellgrove
Keyword(s):  
Picture Books ◽  
Primary Schools ◽  
Marine Biodiversity ◽  
Science Literature ◽  
Marine Science ◽  
Physical Sciences ◽  
Academic Scholarship ◽  
Science Understanding ◽  
Biological Concepts ◽  
Australian Science

Abstract Marine science picture books have the capacity to shape what young people know and how they think about ocean environments and marine biodiversity. Despite academic scholarship on marine science literacy broadly, relatively little has been done to study the role of picture books in teaching children about this topic. This paper is an attempt to fill that gap, by analysing 100 ocean-themed books against common marine science concepts and the Australian Science Understanding Curriculum streams. A majority of the 100 books analysed were found to link with marine science and the Australian Science Understanding Curriculum (81% and 91%, respectively) where biological concepts were dominant in both cases. Chemical and physical sciences were underrepresented in the 100 books analysed. The study provides examples of books that can be used for teaching marine education in primary schools in Australia and suggest further inquiry into marine science literature for children.

scholarly journals Stratified Teaching Method of English Picture Book Reading in Primary Schools

2021 ◽  
Vol 5 (9) ◽  
pp. 103-108
Author(s):  
Yidan Xu
Keyword(s):  
Primary School ◽  
Curriculum Reform ◽  
Picture Books ◽  
Primary Schools ◽  
Picture Book ◽  
Teaching Method ◽  
Core Competencies ◽  
Book Reading ◽  
English Reading ◽  
Picture Book Reading

With the advancement of the new curriculum reform, many schools have put forward the idea of combing English reading with stratified teaching. Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading. In order to achieve this goal, it is necessary to improve the teaching methods of reading. Reading picture books is an important way to improve students’ core competencies in English. However, at present, the method of teaching reading in primary school is simple; in addition, the teaching activities are not well organized. Therefore, in order to improve students’ core competencies in English, this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1, Grade 2 students from a primary school in Leshan as the research subjects.

scholarly journals Simplistic policy, skewed consequences: Taking stock of English physical education, school sport and physical activity policy since 2013

2020 ◽  
pp. 1356336X2093911
Author(s):  
Iain Lindsey ◽  
Sarah Metcalfe ◽  
Adam Gemar ◽  
Josie Alderman ◽  
Joe Armstrong
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary Schools ◽  
Policy Design ◽  
Policy Instruments ◽  
Science Literature ◽  
School Sport ◽  
Policy Goals ◽  
Physical Activity Policy ◽  
Health Related

The period from 2013 to 2019 was one of relative continuity in policies for physical education (PE), school sport and physical activity (PESSPA) in England. Starting from the advent of the government’s flagship PE and Sport Premium (PES Premium) initiative in 2013, the end of the period was reached 20 with renewed uncertainty in 2020 about the future of PESSPA policy. It is therefore an appropriate point for this article to ‘take stock’ of PESSPA policies and their consequences since 2013. The political science literature on policy design underpins the approach to considering the mix of both policy goals and those instruments used by governments to achieve them. To do so, a comprehensive set of policy documents, published reports, academic literature and empirical research on schools’ use of the PES Premium was interrogated. Policy goals articulated by government since 2013 reinforced, rather than resolved, long-standing debates about the purpose of PESSPA. Health-related objectives rose in prominence, but sat uneasily alongside continued commitments to competitive sport. Only a narrow range of the policy instruments available to governments were used in pursuit of their policy goals. PES Premium funding was solely distributed to primary schools, with limited use of regulation and information systems to shape PESSPA provision. These aspects of policy design contributed to increasing reliance on external coaches in primary schools and indicators of a decline in secondary school provision and participation, resonant of prioritisation of short-term approaches over longer-term strategic development. Possibilities for improving future PESSPA policies are considered as a result.

Early Twentieth-Century Ocean Science Diplomacy

2020 ◽  
Vol 50 (4) ◽  
pp. 384-410
Author(s):  
Sam Robinson
Keyword(s):  
Twentieth Century ◽  
Marine Conservation ◽  
Marine Biodiversity ◽  
Marine Science ◽  
Special Issue ◽  
International Council ◽  
Ocean Science ◽  
Early Twentieth Century ◽  
Science Diplomacy ◽  
Conservation Politics

This paper is a response to a 2018 call for greater understanding of how previous examples of marine science diplomacy could help shape present day efforts to draft a new law of the sea that protects marine biodiversity and conserves the marine environment. It tackles this through analysis of the various twists, turns, and challenges of early science diplomacy efforts in marine science during the early twentieth century. It looks in turn at questions of defining and agreeing on research objectives, how backchannel science diplomacy can become official government diplomacy, and finally, how careful science diplomacy brought Germany back to the international research arena so as to successfully put in place marine conservation measures during the 1920s. In doing this, it argues that the foundation of the International Council for the Exploration of the Seas in 1902 represented a revolutionary moment where supra-national scientific research, coordination, and conservation politics for the ocean first emerged; with International Council for the Exploration of the Sea becoming a key model for all subsequent marine science diplomacy. This essay is part of a special issue entitled Science Diplomacy, edited by Giulia Rispoli and Simone Turchetti.

scholarly journals Data Management and Interactive Visualizations for the Evolving Marine Biodiversity Observation Network

Oceanography ◽  
2021 ◽  
Vol 34 (2) ◽  
Author(s):  
Abigail Benson ◽  
◽  
Tylar Murray ◽  
Gabrielle Canonico ◽  
Enrique Montes ◽  
...  
Keyword(s):  
Data Processing ◽  
Global Ocean ◽  
Marine Biodiversity ◽  
Web Based ◽  
Data Standardization ◽  
Observation Network ◽  
Interactive Visualizations ◽  
Biological Concepts ◽  
Ocean Observing ◽  
Processing Flow

Assessing the current state of and predicting change in the ocean’s biological and ecosystem resources requires observations and research to safeguard these valuable public assets. The Marine Biodiversity Observation Network (MBON) partnered with the Global Ocean Observing System Biology and Ecosystems Panel and the Ocean Biodiversity Information System to address these needs through collaboration, data standardization, and data sharing. Here, we describe the generalized MBON data processing flow, which includes several steps to ensure that data are findable, accessible, interoperable, and reusable. By following this flow, data collected and managed by MBON have contributed to our understanding of the Global Ocean Observing System Essential Ocean Variables and demonstrated the value of web-based, interactive tools to explore and better understand environmental change. Although the MBON’s generalized data processing flow is already in practice, work remains in building ontologies for biological concepts, improving processing scripts for data standardization, and speeding up the data collection-to-sharing timeframe.

scholarly journals Improving English Comprehension in Primary School by Picture-books Story-telling and Reading

2021 ◽  
pp. 68-102
Author(s):  
Chen Rongyi
Keyword(s):  
Primary School ◽  
Picture Books ◽  
Primary Schools ◽  
Teaching Method ◽  
School Teacher ◽  
Primary School Teacher ◽  
Testing System ◽  
College Entrance ◽  
College English ◽  
School Headmaster

So many Chinese students graduated from university after having learned English for 12 years, but they can’t use English well, especially in English listening and speaking. However, all these college students passed Band 4 test of CET (College English Test). There are many reasons for this strange phenomenon but the most important one is Chinese teaching system which is badly influenced by testing system. This year (2013), Chinese education department are under discuss whether the English test will be taken out of National Examinations of College Entrance or the total score should cut down from 150 to 100. It has reflected that our country is in a dilemma whether we should take English into NCEE (National College Entrance Examinations) or not. However, the problem is not exams but how to test and how to teach English in schools. As a primary school teacher for 16 years, the writer has found out that all teachers have to use a textbook to teach and have to finish the textbook and take exams according to the book. If students do better in exams, teachers’ value will improve. Otherwise, they will not be welcomed by school headmaster. These really hold back our English teaching. All our teachers are thinking about how to help students achieve high score not language function, that, understanding and communication. After many years teaching, the writer has found out that English learning goes well with exams. In order to prove this, the writer began an experiment which lasted for 10 weeks during which the writer read picture-books to students at every class for ten minutes. The students really enjoyed the stories. This method really enhances students’ interests and abilities in listening, speaking and understanding. This article focuses on the picture-books reading to improve the comprehension of English reading in primary school. Reading picture-books improve students’ comprehension and teachers’ teaching approaches. It will benefit all the students if this teaching method applies to all students who are learning English. As no one in China has done this research before, the writer thinks this article can apply to many primary schools in China.

Bibliography of the History of Australian Science, No. 22, 2001

2002 ◽  
Vol 14 (1) ◽  
pp. 119
Author(s):  
L. Carlson
Keyword(s):  
Applied Sciences ◽  
Biological Sciences ◽  
Information Service ◽  
Public Affairs ◽  
Physical Sciences ◽  
History Of ◽  
Pertinent Information ◽  
Australian Science ◽  
Conference Papers ◽  
E Mail

Main sources for this bibliography were the 2001 editions of various databases such as the Australian Public Affairs Information Service (APAIS), Chemical Abstracts and Medline Express. In addition, issues of a number of Australian journals published in 2001 were scanned, and readers of the bibliography sent information about relevant items to the compiler. Most items included were published in 2001, but a number of earlier publications were also found which it was thought should be included. The scope of the bibliography is limited to material on the history of the natural sciences (mathematics, physical sciences, earth sciences and biological sciences), some of the applied sciences (including medical and health sciences, agriculture, manufacturing and engineering), and human sciences (psychology, anthropology and sociology). Biographical material on practitioners in these sciences is also of interest. The compiler would like to thank those people who sent items or information about items published during 2001 for inclusion in the bibliography. It would again be appreciated if he could be notified about other items dealing with the history of science in Australasia, the South West Pacific area and Antarctica published during 2001, but have been omitted. Readers are invited to alert the compiler to the publication of books, journal articles, conference papers, reports, Masters and PhD theses and reviews on the subject published during 2002 for inclusion in future bibliographies. Pertinent information should be sent to the compiler, C/- Deakin University Library, Geelong, Victoria 3217, Australia or by e-mail to [email protected].

scholarly journals Remarks on “Comment on: Williams et al. (2009) Australia's deep-water reserve network: implications of false homogeneity for classifying abiotic surrogates of biodiversity, ICES Journal of Marine Science, 66: 214–224” by Peter T. Harris, Andrew D. Heap, Tara J. Anderson, and Brendan Brooke

2009 ◽  
Vol 66 (10) ◽  
pp. 2086-2088 ◽  
Author(s):  
Alan Williams ◽  
Nicholas J. Bax ◽  
Rudy J. Kloser
Keyword(s):  
Deep Water ◽  
Planning Process ◽  
Marine Biodiversity ◽  
Main Question ◽  
Marine Science ◽  
International Debate ◽  
Water Reserve ◽  
Reserve Network ◽  
Deep Waters ◽  
National Networks

Abstract Williams, A., Bax, N. J., and Kloser, R. J. 2009. Remarks on “Comment on: Williams et al. (2009) Australia's deep-water reserve network: implications of false homogeneity for classifying abiotic surrogates of biodiversity, ICES Journal of Marine Science, 66: 214–224” by Peter T. Harris, Andrew D. Heap, Tara J. Anderson, and Brendan Brooke. – ICES Journal of Marine Science, 66: 2086–2088. Commitment by many nations at the 2002 World Summit on Sustainable Development to complete national networks of Marine Protected Areas (MPAs) by 2012 focused attention on MPA design and implementation, especially for the deep waters that make up the majority of many national EZs. Further, there is a focus on conservation in the High Seas through the Convention on Biological Biodiversity and the FAO, e.g. for seamounts and other vulnerable benthic habitats. Any manuscript that raises basic issues on one identified area for conservation is therefore a prospectively useful addition to the international debate. The Comment by Harris et al. (2009) on a paper authored by myself and colleagues (Williams et al., 2009) is a potentially useful contribution. The authors provide data, examples, and insights into aspects of the design and planning process for Australia's SE network of reserves. Here, we address the main question of how geological descriptions can be used or modified to provide the most information on marine biodiversity patterns for use in conservation planning—in the context of the major points raised by Harris et al. (2009).

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