Abstract
As marine environments within the adventure domain are future key-settings for recreational SCUBA diving experience, SCUBA-based textual materials should provide insight into environmental knowledge that is well connected to the novice divers’ behaviour and attitude. This research is concerned with a major recreational SCUBA diver manual for novice divers from a position that seeks to explore its focus and scope of environmental knowledge in semantic networks. However, results obtained from thematic analyses of environmental knowledge emerged two sub-themes: marine-based conservation and aquatic life. Analyses of textual data indicated that the manual has groundling statements and notes on environmental knowledge. Furthermore, analyzing manual’ environmental documents showed that there is no skill-related knowledge, which attributes to SCUBA divers’ environmental behaviour and attitude towards underwater environment.
Highlights
This article first introduces the theoretical background of the research and its context
How deeply we analyze the manual depends on the central question: what we can grasp from the textual materials focusing on the environmental knowledge, and how we can connect this with the novice SCUBA divers’ environmental behaviour and attitudes in a proper manner? The manual is 79 pages, and it includes twelve chapters, couple with one appendix
Upon scanning the textual material, we found that scope of the recreational diver manual in the sense of marine-based conservation is skimp
Summary
This article first introduces the theoretical background of the research and its context. It presents the methodological stage of the qualitative approach. Recreational participation of human with underwater environment has strong links to SCUBA diving. Recreational SCUBA diving has became one of the fastest growing leisure-adventure activity in popularity over the years, attracting millions of participants around the world (Miller, 1993; Orams, 1999). First safe reliable prototype SCUBA unit for underwater diving, was explored by Jacques Couteau and Emily Gagnan in 1943, allowing humans to travel under the water to explore and experience the aquatic environment (Kindwall, 2002). SCUBA is defined as a vehicle to a wide range of activities and interrelated skills that create adventure, fun and recreation no matter how varied the participants’ interests (Shreeves, 2010)
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