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- Schadendorf, Sally Marie, et al.
(author)
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Ocean Literacy and sustainable tourism - development of societal interest through ocean-related non-formal educational activities.
- 2023
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In: The 31st Nordic Symposium on Tourism and Hospitality Research, Östersund, 19-21 September.
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Conference paper (other academic/artistic)abstract
- Ocean Literacy comprises seven essential principles that aim at guiding research, education, and activity outreach to raise societal consciousness on how behaviour and choices are key in taking sustainable and direct action towards the ocean, healthy populations, and a healthy planet (McCauley et al., 2021). Since there is a lack in public understanding regarding the fundamental significance about the ocean (Fauville et al., 2019), this understanding is of high importance to sustainability debates in a time where society is the main driver on Earth (Stel, 2016). Latter also concerns the tourism sector, where it is still considered a major challenge to find the most effective strategies to encourage consumer behaviour towards sustainability and responsibility (Ruhanen & Bowles, 2020). A major key to addressing this issue is through education (Ruhanen & Bowles, 2020), to support the development of societal skills, knowledge, value and behaviour (Boley, 2011). As tourism experiences are based on non- formal education, outside of registered formal education institutions (Ferreira et al., 2021), they can be eyeopeners to awake interest. Interest development is beneficial to societal changes since it enhances motivation and engagement in individuals (Renninger & Hidi, 2015). One of the dimensions of Ocean Literacy is Interest, which relates to any issues that draw peoples’ attention so that they wish to hear or learn more about it (Paredes-Coral et al., 2021). In this study, we focus on this ocean literacy dimension and on the role of experiential learning to awaken this interest. The aim is to explore the role of experiential learning on the Ocean Literacy dimension Interest. Ocean Literacy was originally built on three dimensions (Paredes-Coral et al., 2021), saying that a person who is ocean literate has an understanding of the ocean’s significance to us humans, is able to communicate about it in a reasonable way, and can make responsible and informed decisions according the ocean itself and the resources it provides (Cava et al., 2005). Recent studies have proposed additional dimensions (see McKinley et al., 2023), since Ocean Literacy shall also provide tools to promote the transfer of societal knowledge into actions that support the ocean’s sustainable use (Paredes-Coral et al., 2021). The analysis of potential Ocean Literacy dimensions is of importance to optimise assessments of the human-ocean relation (McKinley et al., 2023) and improve it. Interest is referred to as a major force to determine and drive individual and group behaviour (Swedberg, 2005), and is considered significant for various learning aspects, including the quality of learning outcomes and experience (Schiefele, 1991). Indications for a person’s interest into a topic is inter alia based on “feeling-related valences” of which involvement and enjoyment are seen as major feelings for interest representation (Schiefele, 1991). Growing interest is further accompanied by meaningful motivation and engagement (Renninger & Hidi, 2015). Thus, gaining insights into peoples’ interest towards ocean- related topics can reveal a way to understand their following motivation and engagement (Paredes-Coral et al., 2021; Renninger & Hidi, 2015). Four non-formal educational activities offered by an educational association in Gothenburg, Sweden were compared. All activities focussed on sustainable seafood consumption and aligned in their objective to raise curiosity and joy in the discovery to learn more about local marine resources that are rarely used for human consumption. Activities differed in their composition of theoretical and practical units. Activity one was mainly held in form of a lecture, including a short seafood tasting in the end. Activity two consisted of two theoretical units that were interrupted by a practical part, in which participants could taste algae and identified different species in groups. Activity three took place outdoor, had a rather short theoretical part, followed by a larger practical unit, in which participants were involved into simple food preparation in groups and a subsequent dinner. Activity four took participants on a coastal walk, focussing on beach vegetation and algae and their applications into food dishes. A picnic in between provided participants with different types of snacks, containing such ingredients. Surveys were applied to let participants state how they learn best by choosing between theory, practice, or a mix of both units, and to grade their level of interest before and after an activity. Three qualitative fully-structured interviews were conducted after each activity to get insights about how an activity influenced participants’ interest. This allowed the comparison with survey results of all participants. Survey results revealed that almost every participant, attending any of the activities, stated to learn best when a mix of theoretical and practical units is provided. Though, one participant indicated to learn best with theoretical elements, whilst another stated to learn best through practical units only. The total average of interest increased in three out of four activities and concerned such activities that involved a larger practical unit. In these activities, ratings of interest had a slight tendency of high interest before each activity, reaching high interest after. In the most theoretical kept activity, interest was graded high before its start and remained unchanged after the activity. Most participants referred positively to the practical units, when they were asked about situations that influenced their interest throughout the activity, and reflects stated total average interests in surveys. Especially group interactions were mentioned, and the active use of senses, such as seeing, tasting, and feeling. The situations enabled them to become involved into new experiences, with so far unexplored local seafood resources, that are considered core in experiential learning (Kolb, 1984). One participant from the theory-based activity criticised that the practical unit was kept too short, but saw the theoretical part as positive, since it provided a good overview about the topic, whilst another participant mentioned to probably buy some literature and try to harvest seaweed, indicating one’s meaningful motivation and engagement that accompanies growing interest (Renninger & Hidi, 2015) but also the connection between interest and learning (Schiefele, 1991). Our results reveal first insights into the importance of experiential learning on interest development from individual perspectives, as well as they show the linkage between learning, motivation and engagement. Not surprisingly, this confirms that tourism with its tangible character can provide informal educational activities that increase ocean literacy. However, most participants stated to learn best when a mix of theoretical and practical units is provided, which implies that tourism stakeholders must pay attention to this relationship. Furthermore, the introduction of ocean literacy as a concept in tourism research can improve advancement of theories on learning through experiences for sustainable development. In this context, measurements of different Ocean Literacy dimensions provide advantageous tools for the tourism sector. Also, advocates of Ocean Literacy can learn from tourism and experience research, where concepts such as transformational and experienced-based learning are used. Thus, we advocate further comprehensive research to fully understand the benefits of experiential learning on societal developmental interest in non-formal educational activities to increase responsible tourism behaviour towards (and beyond) the ocean.
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| 3. |
- Aad, G., et al.
(author)
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- 2015
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Journal article (peer-reviewed)
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| 4. |
- Aad, G., et al.
(author)
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- 2012
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swepub:Mat__t (peer-reviewed)
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| 5. |
- Aad, G., et al.
(author)
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- 2013
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In: Journal of High Energy Physics. - 1029-8479 .- 1126-6708. ; :6
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Journal article (peer-reviewed)
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| 6. |
- Aad, G., et al.
(author)
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- 2015
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In: Physical Review D (Particles, Fields, Gravitation and Cosmology). - 1550-2368 .- 1550-7998. ; 91:3
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Journal article (peer-reviewed)
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| 7. |
- Aad, G., et al.
(author)
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- 2013
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In: Journal of High Energy Physics. - 1029-8479 .- 1126-6708. ; :10
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Journal article (peer-reviewed)
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| 9. |
- Abe, O, et al.
(author)
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Effects of chemotherapy and hormonal therapy for early breast cancer on recurrence and 15-year survival: an overview of the randomised trials
- 2005
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In: The Lancet. - 1474-547X. ; 365:9472, s. 1687-1717
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Journal article (peer-reviewed)abstract
- Background Quinquennial overviews (1985-2000) of the randomised trials in early breast cancer have assessed the 5-year and 10-year effects of various systemic adjuvant therapies on breast cancer recurrence and survival. Here, we report the 10-year and 15-year effects. Methods Collaborative meta-analyses were undertaken of 194 unconfounded randomised trials of adjuvant chemotherapy or hormonal therapy that began by 1995. Many trials involved CMF (cyclophosphamide, methotrexate, fluorouracil), anthracycline-based combinations such as FAC (fluorouracil, doxombicin, cyclophosphamide) or FEC (fluorouracil, epirubicin, cyclophosphamide), tamoxifen, or ovarian suppression: none involved taxanes, trastuzumab, raloxifene, or modem aromatase inhibitors. Findings Allocation to about 6 months of anthracycline-based polychemotherapy (eg, with FAC or FEC) reduces the annual breast cancer death rate by about 38% (SE 5) for women younger than 50 years of age when diagnosed and by about 20% (SE 4) for those of age 50-69 years when diagnosed, largely irrespective of the use of tamoxifen and of oestrogen receptor (ER) status, nodal status, or other tumour characteristics. Such regimens are significantly (2p=0 . 0001 for recurrence, 2p<0 . 00001 for breast cancer mortality) more effective than CMF chemotherapy. Few women of age 70 years or older entered these chemotherapy trials. For ER-positive disease only, allocation to about 5 years of adjuvant tamoxifen reduces the annual breast cancer death rate by 31% (SE 3), largely irrespective of the use of chemotherapy and of age (<50, 50-69, &GE; 70 years), progesterone receptor status, or other tumour characteristics. 5 years is significantly (2p<0 . 00001 for recurrence, 2p=0 . 01 for breast cancer mortality) more effective than just 1-2 years of tamoxifen. For ER-positive tumours, the annual breast cancer mortality rates are similar during years 0-4 and 5-14, as are the proportional reductions in them by 5 years of tamoxifen, so the cumulative reduction in mortality is more than twice as big at 15 years as at 5 years after diagnosis. These results combine six meta-analyses: anthracycline-based versus no chemotherapy (8000 women); CMF-based versus no chemotherapy (14 000); anthracycline-based versus CMF-based chemotherapy (14 000); about 5 years of tamoxifen versus none (15 000); about 1-2 years of tamoxifen versus none (33 000); and about 5 years versus 1-2 years of tamoxifen (18 000). Finally, allocation to ovarian ablation or suppression (8000 women) also significantly reduces breast cancer mortality, but appears to do so only in the absence of other systemic treatments. For middle-aged women with ER-positive disease (the commonest type of breast cancer), the breast cancer mortality rate throughout the next 15 years would be approximately halved by 6 months of anthracycline-based chemotherapy (with a combination such as FAC or FEC) followed by 5 years of adjuvant tamoxifen. For, if mortality reductions of 38% (age <50 years) and 20% (age 50-69 years) from such chemotherapy were followed by a further reduction of 31% from tamoxifen in the risks that remain, the final mortality reductions would be 57% and 45%, respectively (and, the trial results could well have been somewhat stronger if there had been full compliance with the allocated treatments). Overall survival would be comparably improved, since these treatments have relatively small effects on mortality from the aggregate of all other causes. Interpretation Some of the widely practicable adjuvant drug treatments that were being tested in the 1980s, which substantially reduced 5-year recurrence rates (but had somewhat less effect on 5-year mortality rates), also substantially reduce 15-year mortality rates. Further improvements in long-term survival could well be available from newer drugs, or better use of older drugs.
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