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- 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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| 2. |
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| 3. |
- 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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| 4. |
- Fauville, Geraldine, et al.
(författare)
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Impact of ocean acidification on marine ecosystems: educational challenges and innovations
- 2013
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Ingår i: Marine Biology. - : Springer Science and Business Media LLC. - 0025-3162 .- 1432-1793. ; 160:8, s. 1863-1874
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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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