| 1. |
- Calil, J., et al.
(författare)
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Using Virtual Reality in Sea Level Rise Planning and Community Engagement-An Overview
- 2021
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Ingår i: Water. - : MDPI AG. - 2073-4441. ; 13:9
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Tidskriftsartikel (refereegranskat)abstract
- As coastal communities around the globe contend with the impacts of climate change including coastal hazards such as sea level rise and more frequent coastal storms, educating stakeholders and the general public has become essential in order to adapt to and mitigate these risks. Communicating SLR and other coastal risks is not a simple task. First, SLR is a phenomenon that is abstract as it is physically distant from many people; second, the rise of the sea is a slow and temporally distant process which makes this issue psychologically distant from our everyday life. Virtual reality (VR) simulations may offer a way to overcome some of these challenges, enabling users to learn key principles related to climate change and coastal risks in an immersive, interactive, and safe learning environment. This article first presents the literature on environmental issues communication and engagement; second, it introduces VR technology evolution and expands the discussion on VR application for environmental literacy. We then provide an account of how three coastal communities have used VR experiences developed by multidisciplinary teams-including residents-to support communication and community outreach focused on SLR and discuss their implications.
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| 2. |
- Chen, Ying-Fang, et al.
(författare)
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Working toward an international assessment of ocean literacy: Validating instrument with Rasch measurement model
- 2020
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Ingår i: American Educational Research Association (AERA) annual meeting.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study is part of a larger multinational effort to construct an international assessment of ocean literacy. This work examines the psychometric properties of the English version of the most recently developed International Ocean Literacy Survey (Version 4) using the Rasch measurement framework. The goal is to establish that the set of items that have passed expert review on item design and alignment with the ocean literacy principles also meet the strict standards of psychometric analysis. Psychometric studies including, reliability and unidimensionality, item analysis, and differential item functioning (DIF) are performed to evaluate the measurement quality.
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| 3. |
- Copejans, Evy, et al.
(författare)
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The European Marine Science Educators Association (EMSEA): Toward a more ocean literate Europe
- 2012
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Ingår i: The Journal of Marine Education. ; 28:2, s. 44-47
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Tidskriftsartikel (refereegranskat)abstract
- We always do our best to find colleagues or others with whom we can share ideas. As teachers, we now and then seek the company of a teacher association where we can learn from each other. As marine educators, in Europe, we have to travel a long distance to meet a group such as the National Marine Educators Association (NMEA). Meeting other marine educators takes us away from our islands and gives us the opportunity to expand our horizon. Attending the annual conference of the NMEA is by far an overwhelming experience that provides us with plenty of resources and also recharges our batteries! It simply makes us grow professionally in our jobs. But one has to be candid; travelling to the U.S. is not inexpensive and often time consuming. Few employers are willing to make this investment, especially when budgets are being reduced globally. In order to create meaningful collaborations with other members of the ocean community, Europe needs its own network of marine educators, a network that is closely affiliated with the NMEA and the international ocean community. EUROPEAN
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| 4. |
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| 5. |
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Exemplary Practices in Marine Science Education - A Resource for Practitioners and Researchers
- 2018
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)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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| 6. |
- Fauville, Geraldine, et al.
(författare)
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Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy
- 2015
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Ingår i: Computers and education. - : Elsevier BV. - 0360-1315. ; 82, s. 60-73
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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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| 7. |
- Fauville, Geraldine, et al.
(författare)
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Development of the International Ocean Literacy Survey: measuring knowledge across the world.
- 2019
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 25:2, s. 238-263
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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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| 8. |
- Fauville, Geraldine
(författare)
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Digital technologies as support for learning about the marine environment: Steps toward ocean literacy : Digital technologies and ocean literacy
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)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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| 9. |
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| 10. |
- Fauville, Geraldine, et al.
(författare)
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ICT tools in environmental education: reviewing two newcomers to schools
- 2014
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 20:2, s. 248-283
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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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