A Study of the Learning Outcomes on Marine Education

Lai, Ching-San

doi:10.46328/ijonses.218

Cited by 6 publications

(4 citation statements)

References 21 publications

(40 reference statements)

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“…The teachers surveyed in this study are from the 5 Australian states where the GSR is their closest marine environment (with the exception of schools located north of Kalbarri, Australia's western limit for the GSR), and thus, teaching marine science concepts that relates to their local ocean will encourage ocean connection and stewardship (Lai, 2021). Unfortunately, due to the low level of public awareness of this reef, educational resources about the GSR for primary school education are in limited supply (e.g., Australian published picture books about the ocean, largely focus on tropical environments; Francis et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Towards a 2025 National Ocean Literacy Strategy: Current Status and Future Needs in Primary Education

et al. 2022

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Globally, ocean health has become critically compromised due to compounding negative human impacts. Marine science education can play a key role in raising collective understanding of the vulnerability of marine environments and the importance of their protection, and this may best begin with integration of ocean literacy in schools. Previous research shows that K-12 students worldwide have a limited understanding of the ocean. This lack of familiarity with the ocean has been linked to the absence of topics related to marine science in most national school curricula. Teachers are the ultimate arbiters deciding whether and how to include these topics in their classes. However, the extent to which marine science may be currently being taught in formal education is still unknown. We used the Australian public school system as a case study to investigate the marine science teaching practices of primary school teachers (Foundation – Grade 6), through an online survey. Our results indicate that while teachers value the importance of ocean education from a young age, most of them rarely or only occasionally cover marine science topics in their lessons. Teachers cited increased levels of marine science knowledge and a greater availability of ocean-related educational resources linked to the school curriculum as key areas for improvement in ocean education practices. This study highlights the importance of formal marine science education in primary education, along with the need for professional development opportunities for teachers.

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Section: Discussionmentioning

confidence: 99%

Towards a 2025 National Ocean Literacy Strategy: Current Status and Future Needs in Primary Education

et al. 2022

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“…Outdoor learning is a case in point. With field trips and hands-on experiences, students are found to be more likely to better understand ocean literacy and maintain their curiosity through lifelong learning [52][53][54]. Additionally, other educational approaches have also been shown to be effective in enhancing students' attitudes.…”

Section: Mediation Effect Of Attitude Between Knowledge and Intention...mentioning

confidence: 99%

Motivating Individuals to Take Responsible Ocean Action: The Mediatory Effects of Attitude toward the Ocean

Liu

Yichen

Yeh

2023

IJERPH

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When considering how to improve public literacy and behavior related to specific themes, top priority is usually given to strategies that enhance relevant knowledge. Fostering attitude comes later. Understanding the mechanisms of behavior may help us develop better policy and educational strategies. However, how knowledge and attitude impact behavior is still under investigation. The aim of this study is to explore the relationships among ocean knowledge, attitude toward the ocean, and the intention to behave responsibly in the marine setting. Specifically, we investigated a potential mediation mechanism by recruiting a total of 266 participants, whose ocean knowledge, attitudes toward the ocean, and intention to behave responsibly were evaluated using questionnaires. The results indicate that a person’s attitude toward the ocean may indeed be a mediating factor between ocean knowledge and their intention to show positive marine behavior. In order to engage people in responsible ocean behavior, other forms of assistance from marine policy and education are recommended. Additionally, it would be of interest for future studies to investigate the effects of attitude and attitude-related knowledge in the development of ocean actions.

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“…One of the unique benefits of the marine education programme was the proximity of the school to the local marine environment. Place-based environmental education is one way to engage children as it enables them to explore their own local environment that they are somewhat familiar with and therefore be able to make connections between what is being studied and their own lives (Lai, 2021;Wright et al, 2022). In this sense, the marine education programme aligns with Dewey's (1958) theory of the interconnection of nature and experience, as the students were immersed in their environment and engaged in a continuity of communicating and learning about the marine aspects of their environment.…”

Section: Connections Of Place Aesthetics and Interestednessmentioning

confidence: 99%

Aesthetic surprises and considerations when researching marine science education with art

Hannigan,

Freitas,

Francis

2023

Front. Educ.

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IntroductionWhy was the study undertaken? What was the research question, the tested hypothesis or the purpose of the research? The research question is: What are the implications of disciplinary aesthetics when marine science meets art in educational research? Children in schools from Victoria, Australia were engaged in a series of marine science fieldtrips, workshops and lessons based on the Great Southern Reef, a temperate marine environment of Australia. They created drawings based on provocations, to depict their knowledge of marine species, before and after these education experiences.MethodsWhen, where, and how was the study done? What materials were used or who was included in the study groups (patients, etc.)? This paper shares the mixed methodology used by focusing on the qualitative methods used, that arose out of a need to understand the role of aesthetics in this research project. This paper documents the analysis of data that included children’s drawings and dialogue between researchers and children from interviews. We discuss insights into the role of aesthetics that were revealed in the visual and narrative data from perspectives of children’s learning and how the researchers were able to understand this. These findings are discussed considering the teaching intentions and procedures used, the importance of this multimodal approach to research that revealed aesthetics of science, visual art and language in education.ResultsWhat answer was found to the research question; what did the study find? Was the tested hypothesis true? The research reveals the important role drawing has when trying to understand the students’ varying degrees of understanding marine science education. Variables include: their prior experience with marine environments, students’ drawing abilities, stylistic elements (that can render an image ‘confident’ or ‘sketchy’), compositional devices and use of perspective that their drawings depict (looking at a pier from underwater or through snorkel goggles). It also includes interpretations and explanations of their drawings and other uses of language such as the use of written labels to reinforce or clarify parts of their drawings.DiscussionWhat might the answer imply and why does it matter? How does it fit in with what other researchers have found? What are the perspectives for future research? This research reveals the important role of multi-modal approaches in science learning and the significant and dependent role of visual art and words, for students to communicate their learnt content knowledge. It highlights the aesthetic experiences that must be taken into consideration when teaching, learning and when understanding what has been learnt.

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A Study of the Learning Outcomes on Marine Education

Cited by 6 publications

References 21 publications

Towards a 2025 National Ocean Literacy Strategy: Current Status and Future Needs in Primary Education

Towards a 2025 National Ocean Literacy Strategy: Current Status and Future Needs in Primary Education

Motivating Individuals to Take Responsible Ocean Action: The Mediatory Effects of Attitude toward the Ocean

Aesthetic surprises and considerations when researching marine science education with art

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