Connecting People to Their Oceans: Issues and Options for Effective Ocean Literacy

2020 ◽  
Keyword(s):  
Ocean Literacy

scholarly journals An Environmental Education and Communication Project on Migratory Fishes and Fishing Communities

2021 ◽  
Vol 11 (7) ◽  
pp. 337
Author(s):  
Sara Costa Carvalho ◽  
Heitor Oliveira Braga ◽  
Sofia de Santa-Maria ◽  
Beatriz Fonte ◽  
Mário Jorge Pereira ◽  
...  
Keyword(s):  
Social Media ◽  
Environmental Education ◽  
Formal Education ◽  
Local Governance ◽  
Local Ecological Knowledge ◽  
Ecological Knowledge ◽  
Communication Tool ◽  
Migratory Species ◽  
Ocean Literacy ◽  
New Perspective

This study aims at evaluating the environmental education (EE) and communication intervention for the valorization of migratory fish resources in an estuary of northern Portugal. The EE component intervention was implemented among Middle School pupils of that region. Students’ knowledge was quantitatively evaluated with an experimental approach of pre-testing and post-testing, on the ocean and estuarine literacy (OEL) and biology of migratory species, such as sea lamprey. This study also analyzes the communication component developed via social media. Results of the EE component show an evident increment of OEL (p < 0.05). It is also highlighted that students had previous knowledge on issues that are not covered in the curriculum. Social media has shown to be an effective communication tool mostly among the scientific community (e.g., Ethnobiology). The research has various implications to OEL since it brings a new perspective towards the integration of ocean literacy in formal education; as well as the valorization of Students’ local ecological knowledge and of inter-generational dynamics. This study contributed to promoting local biodiversity, OEL, and participatory local governance of these ecosystems.

scholarly journals Sustainable Biocultural Heritage Management and Communication: The Case of Digital Narrative for UNESCO Marine World Heritage of Outstanding Universal Value

2021 ◽  
Vol 13 (3) ◽  
pp. 1449
Author(s):  
Clio Kenterelidou ◽  
Fani Galatsopoulou
Keyword(s):  
Protected Areas ◽  
World Heritage ◽  
Heritage Management ◽  
Communication Strategy ◽  
Ocean Literacy ◽  
Heritage Site ◽  
Outstanding Universal Value ◽  
Biocultural Heritage ◽  
Development Goals ◽  
Digital Narrative

The paper addresses sustainability, heritage, management, and communication from UNESCO’s Marine World Heritage (MWH) perspective, analyzing its digital narrative footprint through social media. It aims to understand how MWH is conceptualized, managed, and communicated and whether it is framed with sustainability and biocultural values facilitating interactivity, engagement, and multimodal knowledge. Hence, a content analysis of the Instagram accounts of the MWH of Outstanding Universal Value (OUV) sites and protected areas has been conducted. The study included evidence from their Instagram profile, posts, features, and reactions. The findings indicated the dearth of a management and communication strategy being shared among and across UNESCO’s MWH of OUV sites and protected areas, capturing the “lifeworld” and the “voice” of the marine heritage as unified. They also revealed that nature and human, and biological and socio-ecological ecosystems of MWH of OUV sites and protected areas are not interlinked in marine heritage management and communication featuring the whole and the entirety of the marine heritage site ecosystem. The lack of this expansion of meaning and engagement does not facilitate the shift of the route in the marine-scape, from discovery and being listed as World Heritage to human-nature interaction, diversity, dynamicity, and ocean literacy. The study contributes to setting the ground rules for strengthening marine heritage management and communication in light of the United Nations Sustainable Development Goals (SDGs) and the Ocean Literacy Decade (2021–2030).

International Ocean Literacy Survey--Version 2

2019 ◽  
Author(s):  
Géraldine Fauville ◽  
Craig Strang ◽  
Matthew A. Cannady ◽  
Ying-Fang Chen
Keyword(s):  
Ocean Literacy ◽  
Literacy Survey

Ocean Literacy Scale--Chinese Version

2019 ◽  
Author(s):  
Liang-Ting Tsai ◽  
Cheng-Chieh Chang
Keyword(s):  
Chinese Version ◽  
Ocean Literacy

The designing of ocean threat comics by elementary students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Sylvia Pantaleo
Keyword(s):  
Critical Thinking ◽  
Elementary Students ◽  
Visual Art ◽  
Meaning Making ◽  
Descriptive Analysis ◽  
Elementary Classrooms ◽  
Student Knowledge ◽  
Art And Design ◽  
Ocean Literacy ◽  
Aesthetic Understanding

Abstract A paucity of research has been conducted with learners in elementary classrooms on both the use of and the student creation of science comics. During the classroom-based research featured in this article, Grade 4 students designed ocean threat comics for the culminating activity of an interdisciplinary Ocean Literacy unit, one component of a larger study. Throughout the research, the students were afforded with opportunities to develop their visual meaning-making skills and competences, as well as their aesthetic understanding of and critical thinking about multimodal ensembles through participation in activities that focused on various elements of visual art and design, and conventions of the medium of comics. The visual and descriptive analysis of one student’s ocean threat comics, which includes excerpts from the interview about her work, reveals her motivations for selecting and orchestrating specific semiotic resources to represent and express particular meanings that realized her objectives as a sign-maker. Overall, the descriptions of the pedagogy featured during the research and the student’s ocean threat comics demonstrate how the development of student knowledge about elements of visual art and design, and conventions of the medium of comics can inform and deepen students’ semiotic work of comprehending, interpreting and designing science comics.

scholarly journals Promoting Ocean Literacy in Elementary School Students Through Investigation Activities and Citizen Science

2021 ◽  
Vol 8 ◽  
Author(s):  
Diana Boaventura ◽  
Ana Teresa Neves ◽  
Jaime Santos ◽  
Paula Colares Pereira ◽  
Cristina Luís ◽  
...  
Keyword(s):  
Climate Change ◽  
Elementary School ◽  
Elementary School Students ◽  
Citizen Science ◽  
Species Distribution ◽  
Scientific Knowledge ◽  
Rocky Shore ◽  
School Students ◽  
Knowledge And Skills ◽  
Ocean Literacy

To enable the process of energy transition towards carbon neutrality, it is important to educate the community on the need for social, economic, environmental and institutional transformation, and to educate and inform citizens to participate proactively in this change. This study evaluated the effectiveness of participation by elementary school students in educational activities and citizen science actions in enhancing their scientific knowledge and skills related to Ocean Literacy in the context of climate change. The activities were directed to children (aged 9–11) and involved pre-service teachers, in-service teachers and researchers, in formal and non-formal contexts. A total of 329 elementary school students participated in interdisciplinary science activities, focusing on the cause &amp; effect of climate change in the ocean. They learned to identify rocky shore marine species used to monitor climate change and acquired ICT skills by inserting species observations in a biodiversity mapping platform. Finally, students worked collaboratively to communicate to the community what they have learned through an exhibition at the Museum João de Deus. To assess the impact of the activities on acquisition of scientific knowledge and skills by the students, a mixed methodology was applied using pre and post-tests, analysis of the data inserted by students in the platform, and content analysis of the students’ work for the museum exhibition. The results of pre and post-tests revealed a significant increase in knowledge of the effects of climate change on the rocky shore species distribution, as well as of the importance of monitoring these species distribution. The data from the online biodiversity platform showed that 42% of the species identifications made by the students were correct. The ability of the students to communicate their learning to the wider community was evaluated by the scientific content, structure, presentation and creativity and of posters, models, videos and games produced. Most of students focused their communications and creations on the greenhouse effect, cause &amp; effect of climate change in the ocean and biodiversity. This study reinforces the importance of addressing Ocean Literacy and climate change through formal and non-formal educational activities with an investigative nature.

scholarly journals Tracing the occurrence of ocean sciences issues in Greek secondary education textbooks

2021 ◽  
Author(s):  
ATHANASIOS MOGIAS ◽  
THEODORA BOUBONARI ◽  
THEODOROS KEVREKIDIS
Keyword(s):  
Content Analysis ◽  
Secondary Education ◽  
Science Textbooks ◽  
Ocean Literacy ◽  
Ocean Sciences ◽  
Literacy Framework

This study aims to investigate the presence of ocean sciences issues in Greek secondary education (grades 7-12) science textbooks, in respect of the Ocean Literacy Framework. Content analysis was undertaken concerning both textual and pictorial materials of the Biology, Chemistry, Physics, and Geography – Geology courses. Results revealed that the textbooks under study contain limited and fragmented information with regard to the seven essential principles of the framework, while a comparison with the Ocean Literacy Scope & Sequence evidences inconsistencies.  The suggestions arising from this study could help curriculum designers, textbook authors, marine educators, and marine scientists to cooperate on a wider scale towards the inclusion of ocean literacy topics into national curricula worldwide.

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