Abstract
This research identifies and analyzes student science knowledge of a current marine natural resource issue. The World Court U.S./Canadian Boundary Decision has received a great deal of news coverage, affected the lives of many people and reflects the dilemma of determining natural resource policy based on our understanding of marine systems. This study generated base line data on student science knowledge of 4th, 8th and 11th grades on this specific issue. A representative sample of public school students (n=226) from Maine were interviewed on marine science, natural resource and decision-making concepts. Student knowledge was assessed and classified according to correct concepts, missing concepts and misconceptions. Similarities and differences between grade levels were analyzed. This research project identifies student knowledge of marine science and natural resource concepts which affect learning. It helps define the relationships among scientific knowledge, student understanding and current natural resource issues. The results will lead to the design of a curriculum for teaching natural resource decision-making based on science concepts and people's understanding and beliefs. Student Knowledge of a Natural Resource Issue in the Gulf of Maine
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