Measuring ocean literacy of high school students: psychometric properties of a Chinese version of the ocean literacy scale

et al. 2020

Sustainability

Self Cite

Ocean sustainability and resource use are emphasized globally. The primary goal of ocean preservation is to enhance citizens’ ocean literacy. In this study, cluster sampling was conducted on students from seven public middle schools in Taiwan to investigate their use of ocean literacy concept words, propositional sentences, and knowledge sources. Qualitative analysis, descriptive statistics, and one-way analysis of variance were conducted on 496 valid questionnaires. The middle school students exhibited an accuracy rate of 63% for ocean literacy sentence-making, which indicated a basic level of performance. The students commonly used terms such as “ocean,” “Atlantic Ocean,” and “tsunami.” Students had common misconceptions when using the terms “sea level rising,” “Kuroshio current,” and “tsunami.” In addition, students who were female, in a higher grade, and who attended a coastal school had higher ocean literacy scores. The students’ primary sources of ocean literacy knowledge were museums and television. Through an analysis students’ use of ocean concept words and misconceptions, the aim of this study was to enhance the implementation efficiency of marine education to cultivate students’ ocean literacy.

Section: Influence Of Background Variables On Middle School Students'mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy

Lin

Wu²,

et al. 2020

Sustainability

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“…The ocean literacy inventory consisting of 48 items with good psychometric qualities (e.g., reliability, validity, unidimensionality, and differential item functioning) developed by Tsai and Chang [20] was used to measure student ocean literacy. The seven basic principles of ocean literacy published by the NMEA, as well as ocean literacy and knowledge in general, served as the basis for this inventory [21].…”

Section: Materials and Methodologymentioning

confidence: 99%

“…Each correct answer has a value of 1, whereas a value of 0 is recorded for any wrong answers. To see the content of the completed items, please refer to the relevant study by Tsai and Chang [20].…”

Section: Materials and Methodologymentioning

confidence: 99%

An Assessment of Factors Related to Ocean Literacy Based on Gender-Invariance Measurement

Lin

Chang

2019

IJERPH

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This study sought to gain a more comprehensive understanding of how the factors of parental education level and student attitude toward the ocean influence the ocean literacy of students in Taiwan after establishing measurement invariance across genders. The analyzed data were collected from self-reported questionnaires filled out by students aged 16–18 years old. The students’ ocean literacy was used as the outcome variable, while parental education level and student attitude toward the ocean were employed as the independent variables. The effects of parental education level and student attitude toward the ocean on ocean literacy were estimated with a multi-group structural equation model. Of the final total of 945 valid respondents in this study, 58.1% were male and 41.9% were female. The results from the multiple-group analysis supported measurement invariance across the genders. After establishing gender invariance, it was further found that higher degrees of parental education level and student attitude toward the ocean were positively related to ocean literacy. A considerable contribution was detected between parental education level and ocean literacy that was indirectly related through student attitude toward the ocean in the female student.

“…Relatedly, enhancing ocean literacy (OL) is a very important task for ensuring the sustainability of marine environmental resources. The National Oceanic and Atmospheric Administration (NOAA) explicitly defines OL according to marine science as "an understanding of the ocean's influence on you and your influence on the ocean" [1,2]. Kean, Posnanski, Wisniewski, and Lundberg [3] also indicate that people with OL can understand the basic origins and fundamental concepts of the ocean, disseminate knowledge regarding the ocean through meaningful approaches, and make precise conclusions regarding the ocean and its resources [2,3].…”

Section: Introductionmentioning

confidence: 99%

Multilevel Effects of Student and School Factors on Senior High School Students’ Ocean Literacy

2019

Sustainability

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This study explored the variance in ocean literacy accounted for by student and school levels and examined the influence of these two predictors on senior high school students’ ocean literacy using a hierarchical linear model. Data were collected from 1944 students from 99 schools and used to construct the two-level hierarchical linear model. The results indicated that the variance in ocean literacy accounted for by students was larger than that accounted for by schools; approximately a quarter of the total variance in ocean literacy was accounted for by schools. At the student level, attitude toward the ocean and frequency of reading ocean-themed books or magazines were predictors of ocean literacy, whereas at the school level, school region and location were significant influential factors. This study’s results have significance for policy-making regarding ocean literacy improvement.