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- Fauville, Geraldine
(författare)
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Ocean literacy in the twenty-first century
- 2019
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Ingår i: Exemplary Practices in Marine Science Education: A Resource for Practitioners and Researchers. - Cham : Springer. - 9783319907789 ; , s. 3-11
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- An ocean literate person is someone who understands the fundamental concepts about the functioning of the ocean, who is able to communicate about the ocean in a meaningful way and who is able to make informed and responsible decisions regarding the ocean and its resources. Before diving into this book describing inspiring practices aiming at increasing ocean literacy around the world, this introduction will set the scene. This chapter starts by describing the environmental context in which citizens live and what it entails in terms of knowledge and responsible behaviour in relation to the marine environment. Then, a brief history of ocean literacy is provided in order to provide some context to this book. Finally, this introduction concludes with a reflection on the different challenges encountered when teaching about the ocean and the importance to publish initiatives that promote marine education inside and outside of school for citizens of all age.
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- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Concepts, materiality and emerging cognitive habits: The case of calculating carbon footprints for understanding environmental impact.
- 2019
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Ingår i: Designs for Experimentation and Inquiry: Approaching Learning and Knowing in Digital Transformation. Åsa Mäkitalo, Todd E. Nicewonger, Mark Elam (red.). - New York : Routledge. - 9781138592711 ; , s. 13-30
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Bokkapitel (refereegranskat)abstract
- The interest behind the present study can be found at two levels. First, our aim is to show how what is commonly conceived of as acts of thinking and reasoning are grounded in materiality, in artefacts, and in what Donald (2010) refers to as symbolic technologies. Thinking (and learning) in this perspective implies engaging with symbolic technologies designed to provide access to human insights and experiences that have been generated over a long time and then built into artefacts. A corollary of this perspective is that human agency is shaped by the use of symbolic technologies, but the opposite is also true; technologies embody and exercise agency in social practices. Second, our aim is to illustrate some of the consequences of this perspective in the specific case of learning about the environment. More precisely, we will report a study of how students learn to understand, calculate and account for the environmental impact of their own daily activities. The symbolic technology they engage with is a so-called Carbon Footprint Calculator (CFC), a tool for estimating carbon dioxide (CO2) emissions. This study investigates how the use of a digital tool such as a CFC co-determines high school students’ ways of reasoning about their carbon footprint in the context of a global online discussion forum. In other words, our analysis concerns how students learn to understand what a carbon footprint is, and how it may be measured and related to how they lead their lives.
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