Abstract
To enable the process of energy transition towards carbon neutrality, it is important to educate the community on the need for social, economic, environmental and institutional transformation, and to educate and inform citizens to participate proactively in this change. This study evaluated the effectiveness of participation by elementary school students in educational activities and citizen science actions in enhancing their scientific knowledge and skills related to Ocean Literacy in the context of climate change. The activities were directed to children (aged 9–11) and involved pre-service teachers, in-service teachers and researchers, in formal and non-formal contexts. A total of 329 elementary school students participated in interdisciplinary science activities, focusing on the cause & effect of climate change in the ocean. They learned to identify rocky shore marine species used to monitor climate change and acquired ICT skills by inserting species observations in a biodiversity mapping platform. Finally, students worked collaboratively to communicate to the community what they have learned through an exhibition at the Museum João de Deus. To assess the impact of the activities on acquisition of scientific knowledge and skills by the students, a mixed methodology was applied using pre and post-tests, analysis of the data inserted by students in the platform, and content analysis of the students’ work for the museum exhibition. The results of pre and post-tests revealed a significant increase in knowledge of the effects of climate change on the rocky shore species distribution, as well as of the importance of monitoring these species distribution. The data from the online biodiversity platform showed that 42% of the species identifications made by the students were correct. The ability of the students to communicate their learning to the wider community was evaluated by the scientific content, structure, presentation and creativity and of posters, models, videos and games produced. Most of students focused their communications and creations on the greenhouse effect, cause & effect of climate change in the ocean and biodiversity. This study reinforces the importance of addressing Ocean Literacy and climate change through formal and non-formal educational activities with an investigative nature.
Highlights
Ocean Literacy can be defined as an “understanding of the ocean’s influence on you – and your influence on the ocean” (National Oceanic and Atmospheric Administration, 2013)
We evaluated the efficacy of the participation in inquiry-based educational activities and citizen science action on the students’ Ocean Literacy, in: (1) their knowledge on the cause & effect of climate change and the importance of monitoring marine species distribution, (2) their development of skills, and (3) their integration of knowledge, skills and decision making in collaborative work to communicate results to the community
We showed that the inquiry-based activity had a positive impact on their knowledge on cause & effect of climate change and the importance of species distribution monitoring, as well as, on the development of marine species identification, and ICT skills due to participation in citizen science
Summary
Ocean Literacy can be defined as an “understanding of the ocean’s influence on you – and your influence on the ocean” (National Oceanic and Atmospheric Administration, 2013). Children better able to understand the importance of the ocean to humankind and communicate about the ocean in a meaningful way will influence their peers and families; when adults they will make informed and responsible decisions regarding the ocean, its role in regulating the planet’s climate and sustainable use of its resources (Cava et al, 2005) This is aligned with the UN 2030 Agenda for Sustainable Development (UNESCO, 2017), which among other sustainable development goals (SDG) states: that it is crucial to “ensure inclusive and equitable quality education” (SDG 4), providing students with the knowledge and skills necessary to promote a more sustainable society; “take urgent action to combat climate change and its impact” (SDG 13); plus “conserve and sustainably use the oceans, seas and marine resources for sustainable development” (SDG14). It is essential to promote Ocean Literacy at early ages, starting right from the first years of schooling, by adding topics developing Ocean Literacy into curricula (Mogias et al, 2019; Stefanelli-Silva et al, 2019; ALLEA, 2020), such as, the effects of climate change on oceans
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