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Sökning: WFRF:(Fauville Geraldine)

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  • Exemplary Practices in Marine Science Education - A Resource for Practitioners and Researchers
  • 2018
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt)abstract
    • This edited volume is the premier book dedicated exclusively to marine science education and improving ocean literacy, aiming to showcase exemplary practices in marine science education and educational research in this field on a global scale. It informs, inspires, and provides an intellectual forum for practitioners and researchers in this particular context. Subject areas include sections on marine science education in formal, informal and community settings. This book will be useful to marine science education practitioners (e.g. formal and informal educators) and researchers (both education and science).
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  • Fauville, Geraldine, et al. (författare)
  • Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy
  • 2015
  • Ingår i: Computers and education. - 0360-1315. ; 82, s. 60-73
  • Tidskriftsartikel (refereegranskat)abstract
    • The Internet provides a unique opportunity for scientists to be in direct contact with the public in order to promote citizens' scientific literacy. Recently, Internet users have started to spend most of their online time on social networking sites (SNS). Knowledge of how these SNSs work as an arena for interaction, as well as for the development of scientific literacy, is important to guide scientists' activities online, and to be able to understand how people develop knowledge of science. This was evaluated by scrutinizing the Facebook page of the Monterey Bay Aquarium Research Institute and the consequences for users' ocean literacy. We investigated which practices could increase the number of users reached by a Facebook story. We also found that Facebook pages do not offer the appropriate social context to foster participation since it has only a few of the features of an arena where such practices could develop.
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  • Fauville, Geraldine, et al. (författare)
  • Development of the International Ocean Literacy Survey: measuring knowledge across the world.
  • 2019
  • Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 25:2, s. 238-263
  • Tidskriftsartikel (refereegranskat)abstract
    • © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018.
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5.
  • Fauville, Geraldine (författare)
  • Digital technologies as support for learning about the marine environment: Steps toward ocean literacy Digital technologies and ocean literacy
  • 2017
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • Over the last century the ocean has been negatively impacted by human activities. In order to continue benefitting from marine services and goods, and the qualities afforded to human life through the ocean, citizens need to be informed about their relationship to the ocean and their own impact on it, that is they need to be ocean literate. Marine education is challenging, as most of the ocean is invisible to the human eye and marine processes are spread over large temporal and spatial scales. Digital technologies have the potential to support learning about the ocean as, virtually, they can take learners into the depths of the ocean and help them visualise complex interactions between different factors over time and space. This thesis consists of four studies scrutinising the role of different digital technologies for learning about marine environmental issues with an emphasis on communicative aspects, with two of the studies having a specific focus on ocean literacy. Study I is a literature review of the use of digital technologies in environmental education. Study II investigates the use of a marine research institute’s Facebook page aimed at supporting communication and learning about marine topics. Study III addresses the use of a carbon footprint calculator as an opportunity for students to reason about their greenhouse gas emissions. Finally, Study IV analyses the questions asked by students on an online platform where they engage in an asynchronous discussion with a scientist around the issues of ocean acidification. The four studies show how the use of digital technologies in environmental education can make the invisible visible, allowing engagement with and manipulation of the abstract features of the ocean. As demonstrated in my studies and as is evident from previous research in the multidisciplinary field of environmental science, digital technologies offer new means to make sense of and engage with global environmental issues. These technologies provide a field of action where users can experiment, make mistakes, get feedback and try again in ways that are different from paper-based learning activities. The findings from Studies II, III and IV also illustrate the challenges associated with these technologies, and it becomes obvious that the technical features of a tool do not determine the kind of interactions that will evolve from its use. The contexts in which a tool is used, and what the features mean to the users in situ, are key, and demonstrate the importance of studying not only the outcome of a learning practice but also the ongoing interaction between the users and the tool in a specific context. In conclusion, this thesis offers an overview of the range of impacts that digital technologies can have on the development of ocean literacy, as well as illustrating how technologies open up new ways of learning about marine environmental issues both inside and outside of school. It also provides an account of why ocean literacy is such an important skill for 21st-century citizens living in a rapidly changing world with significant challenges to the environment and our own habitats.
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6.
  • Fauville, Geraldine, et al. (författare)
  • ICT tools in environmental education: reviewing two newcomers to schools
  • 2014
  • Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 20:2, s. 248-283
  • Tidskriftsartikel (refereegranskat)abstract
    • United Nations of Education Scientific and Cultural Organisation’s (UNESCO’s) founding statements about environmental education (EE) in the 1970s positioned it as a multidisciplinary field of inquiry. When enacted as such, it challenges traditional ways of organising secondary school education by academic subject areas. Equally, according to UNESCO, EE requires various forms of integrated and project-based teaching and learning approaches. These can involve hands-on experimentation alongside the retrieval and critical analysis of information from diverse sources and perspectives, and with different qualities and statuses. Multidisciplinary and knowledge engagement challenges are key considerations for an EE curriculum designed to harness information and communication technologies (ICT) to support and enhance student learning, which also challenge traditional instructional priorities that for example are largely based on textbooks. This review summarises research that has sought to integrate ICT and digital tools in EE. A key finding is that while there is a rich variety of such tools and applications available, there is far less research on their fit with and implications for student learning. The review calls for further studies that will provide models of productive forms of teaching and learning that harness ICT resources, particularly in developing the goals and methodologies of EE in the twenty-first century.
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7.
  • Fauville, Geraldine, et al. (författare)
  • Impact of ocean acidification on marine ecosystems: educational challenges and innovations
  • 2013
  • Ingår i: Marine Biology. - 0025-3162. ; 160:8, s. 1863-1874
  • Tidskriftsartikel (refereegranskat)abstract
    • Population growth and social/technological developments have resulted in the buildup of carbon dioxide (CO2) in the atmosphere and oceans to the extent that we now see changes in the earth's climate and ocean chemistry. Ocean acidification is one consequence of these changes, and it is known with certainty that it will continue to increase as we emit more CO2 into the atmosphere. Ocean acidification is a global issue likely to impact marine organisms, food webs and ecosystems and to be most severely experienced by the people who depend on the goods and services the ocean provides at regional and local levels. However, research is in its infancy and the available data on biological impacts are complex (e.g., species-specific response). Educating future generations on the certainties and uncertainties of the emerging science of ocean acidification and its complex consequences for marine species and ecosystems can provide insights that will help assessing the need to mitigate and/or adapt to future global change. This article aims to present different educational approaches, the different material available and highlight the future challenges of ocean acidification education for both educators and marine biologists.
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8.
  • Fauville, Geraldine, et al. (författare)
  • International student Carbon Footprint Challenge – Social media as a content and language integrated learning environment
  • 2012
  • Ingår i: Eurocall 2012 Conference: CALL: using, learning, knowing, Gothenburg 22-25 August, 2012..
  • Konferensbidrag (refereegranskat)abstract
    • Population growth and social/technological developments have resulted in the build-up of carbon dioxide (CO2) in the atmosphere to the extent that we now see changes in the earth's climate. This global environmental issue requires immediate reduced CO2 emissions that must be achieve locally and globally and thus need a common language (English) to allow international collaboration among citizens. Environmental education is now clearly specified in educational standards and at the same time the view of language learning is moving towards a content and languages integrated learning (CLIL) strategy, to make English lessons more relevant and attractive for students (Eurydice, 2011). In that respect environmental and English educations can be merged to benefit both purposes and to offer a learning experience that goes beyond the school walls. Einztein, the social learning network for the education community, collaborates with the environmental project Inquiry-to-Insight (http://i2i.stanford.edu/) inviting high school students around the world to participate in the International Student Carbon Footprint Challenge (ISCFC), challenging students to learn about the environmental impact of their lifestyle choices on their carbon footprints. In the ISCFC, students use an online carbon footprint calculator to measure the amount of CO2 released by their everyday choices (food, transportation etc). Teachers then share student data with other classrooms around the globe and use Einztein to engage students in several environmental discussions online using English as the lingua. Students use Einztein to reflect upon their own carbon footprint, envision global and local solutions and share knowledge about environmental issues. For this study we focused on a specific discussion and investigated the discourse structure of students from seven different countries (USA, Croatia, Switzerland, Iceland, Greece and Bulgaria) reflecting upon their very own CO2 emission. The analysis imply common structures in students’ discourse with six different phases: (i) Expectation: students talk about their expectation of their own emission compared to the national average, (ii) Results: students communicate where their emission is actually situated compared to the national average after calculation, (iii) Reflection: students make sense of their carbon footprint in the light of the knowledge acquired by the calculator, (iv) New resolution: students reflect upon the change they are willing/able to make to decrease their footprint, (v) Share knowledge: students share pieces of environmental information or advises with the ISCFC community and finally (vi) Global dimension: students step back and see the issue as global, involving all of us rather than just their personal behaviour. The order of occurrence of the different phases seems highly conserved leading to an increase in complexity from the less elaborate phase (explanation) to the phase bringing the environmental issue in a much higher level than the individual one (global dimension). Preliminary results indicate that the students presumptions about their own impact is crucial and whether they are English natives or is not as important when it comes to developing an understanding of their own responsibilities regarding carbon footprint. Thus, in relation to a motivating content the students’ English is productive and sufficient enough for communication and collaboration.
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9.
  • Fauville, Geraldine (författare)
  • Questions as indicators of ocean literacy: students' online asynchronous discussion with a marine scientist
  • 2017
  • Ingår i: International Journal of Science Education. - 0950-0693. ; 39:16, s. 2151-2170
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article, 61 high-school students learned about ocean acidification through a virtual laboratory followed by a virtual lecture and an asynchronous discussion with a marine scientist on an online platform: VoiceThread. This study focuses on the students' development of ocean literacy when prompted to ask questions to the scientist. The students' questions were thematically analysed to assess (1) the kind of reasoning that can be discerned as premises of the students' questions and (2) what possibilities for enhancing ocean literacy emerge in this instructional activity. The results show how interacting with a scientist gives the students an entry point to the world of natural sciences with its complexity, uncertainty and choices that go beyond the idealised form in which natural sciences often are presented in school. This activity offers an affordable way of bringing marine science to school by providing extensive expertise from a marine scientist. Students get a chance to mobilise their pre-existing knowledge in the field of marine science. The holistic expertise of the marine scientist allows students to explore and reason around a very wide range of ideas and aspect of natural sciences that goes beyond the range offered by the school settings.
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