Marine Environmental Education Research Articles

Marine and coastal environmental education projects and the application of ocean culture principles: a transdisciplinary delta to be explored

Marine and coastal environmental education projects and the application of ocean culture principles: a transdisciplinary delta to be explored

Underwater virtual reality for marine education and ocean literacy: technological and psychological potentials

Given the crucial role the ocean plays in human and planetary health, ocean literacy (OL)—understanding the ocean’s influence on us and our influence on the ocean—has been gaining momentum as a significant component and determinant of sustainable human-ocean interactions. Underwater virtual reality (UVR) enables participants to take a virtual dive while being simultaneously immersed in water. Through this unique double immersion, UVR is offering new avenues of psychological access and pedagogical opportunities toward the ocean; this study is thus the first to explore UVR’s potential for OL and marine environmental education. Following two UVR activities in a pool, we conducted semi-structured interviews and survey questionnaires with 19 marine scientists and education experts. Our findings indicate UVR has important technological and psychological potentials, including (1) high levels of presence, (2) infrequency of motion sickness, and (3) the ability to trigger powerful emotions and affective states such as awe, empathy, and flow. In this way, UVR can create a realistic experience of the ocean that improves OL and reduces psychological distance to marine environmental issues. We also advance a new seven-dimensional OL framework, following our findings that UVR has unique potentials for improving ‘emoceans’, attitude, awareness, and ocean connectedness.

Establishing Integrative Framework for Sustainable Reef Conservation in Karimunjawa National Park, Indonesia

The Coral Triangle region is facing negative impacts due to unbalanced carrying capacity and inappropriate public behavior, leading to unsustainable reef tourism. As a result, there has been increased awareness and preference for sustainable reef conservation (SRC). This study evaluates the integrative perspective framework of tourists’ heterogeneity preferences in SRC programs using a choice experiment conducted in Karimunjawa National Park (KNP), Indonesia. The study found that tourists preferred boat anchoring at the mooring buoy, a lower number of boats, smaller tourist groups with interpretation, added information boards, and environmental awareness education. Additionally, this research revealed that most tourists preferred the alternative SRC program and had a heterogeneous preference, which showed different features among each group. The scenario of an integrative program generated the highest value compared to the “recreational management” and “institutional control” scenarios. This evidence can assist policymakers in adapting policies for SRC programs and in potentially securing conservation funds associated with enhancing the institutional aspects of carrying capacity and marine environmental education for sustainable marine development.

Byotubers: active methodologies in marine environmental education for children

The present study measured the effectiveness of educational technologies, combining the Internet and Smartphone devices used in environmental education program-guided field trips in a Brazilian coastal city public school (Guarujá-SP, Brazil). For this purpose, we organized a YouTube channel called “Byotubers.” It had 5,355 views in 24 countries and 22 uploaded videos in 9 months. In 2017, the program served a hundred elementary school ages between 9 and 12 years. With active methodologies and investigations applied to the group, the studies indicated us to strengthen ties between school and family.

Education and the marine environmental issue: A historical review of research fields and the popularization on conservation and management of the sea and ocean in Brazil

Worldwide initiatives have been promoting awareness on marine environmental issues. In Brazil Maritime Mentality Program arises from political disputes over the right to use maritime spaces, Coastal Marine Environmental Education shares the same theoretical basis as Environmental Education and Ocean Literacy appears in the USA and became globally widespread after its inclusion as one goal of Ocean Decade. Based on a literature review this article gives a panorama of the history, working groups, institutional links, theoretical framework and impact of the published material of these three working fields. The conclusion is that the conceptual framework of all three is limited and do not address the deep causes of environmental degradation which is the current social-political-economic system.

Perceptions about marine environmental issues by citizens who are mostly from Minas Gerais state (Brazil)

Despite the marine ecosystems’ importance, the anthropogenic actions have been impacting these environments negatively. However, these impacts could be mitigated through Environmental Education (EE), which is able to change behaviors that are harmful to the environment. This study aimed to describe environmental perception of the majority population in Minas Gerais state, in order to provide subsidies for marine environmental education's promotion. The methodology adopted was through questionnaire's application via Google forms. The studied subjects totaled 122 people over 18 years old, although they had conceptual domain, they showed an utilitarian tendency about marine resources.

Habitat protection planning for Indo‐Pacific humpback dolphins (Sousa chinensis) in deteriorating environments: Knowledge gaps and recommendations for action

Abstract In Chinese and South‐east Asian waters, the coastal and estuarine environments are important habitats for the Indo‐Pacific humpback dolphin (Sousa chinensis). Coastal and estuarine maritime engineering (CEME), including land reclamation, embankment or shoreline armouring, harbour construction and marine farming, permanently changes coastal environments and threatens the long‐term persistence of marine biota and ecosystems. Such impacts on humpback dolphin viability, however, are rarely discussed. Likely core habitat of the humpback dolphin was extrapolated based on present understanding of habitat characteristics, which is much narrower than present data describing the species’ range. Some uninvestigated habitats near densely populated landscapes may be prone to intense CEME impacts. CEME impacts compromise humpback dolphin survival through habitat loss, population fragmentation, alteration of ecological regimes and deterioration of ecosystem functionality. A 30% loss of core habitat can catastrophically reduce the population viability of this species. The best strategy to avoid CEME impacts on humpback dolphin viability is to adopt a conservative planning regime from the outset. To inform habitat protection planning, current and past habitat configuration and habitat characteristics of the humpback dolphin can be clarified by systematically designed surveys, local ecological knowledge investigation, long‐term satellite remote‐sensing data and species distribution modelling exercises. Sound habitat protection planning includes mapping hierarchical marine protected area (MPA) networks using spatial planning algorithms and carefully examining CEME impacts from an ecosystem perspective. To prevent inappropriate CEME planning, the inclusion of citizen science, local community participation, marine environmental education and effective information delivery is proposed. Questions relating to the proposed areas of habitat loss, the extent of environmental change and the status of population–habitat viability under the scenario of CEME impacts are proposed in order to examine and re‐examine the environmental impacts of any CEME project.

Marine environmental education learning system recommendation model based on student needs analysis in Indonesian coastal areas

This paper presented the development of the Dick and Carry model steps 1 to 4 of, namely the identification of educational objectives, educational analysis, analysis and context of the learner, and the formulation of performance objectives. The study was conducted from January to April 2020. The participants in this study were high school students from the coastal region of North Jakarta. The sampling technique used in this study was random sampling. The instruments used to collect the research data are the questionnaire/questionnaire, observation, and interview. The data were analyzed in a qualitative description. The results of this study indicate that the formulation of the learning objectives is that students should receive marine education that is integrated with natural science learning in schools, students should be taught using methods of learning that are contextual within the daily problems in the student's home environment, i.e. problem-based learning / problem-solving models, students should be taught using interactive learning aids such as media based on information technology such as mobile learning, the assessments to be developed include 3 aspects namely cognitive, affective and psychomotor.
 
 Keywords: Marine environment education, Indonesian coastal areas, Problem-solving, Mobile learning, Student assessment.
 

Making ocean literacy inclusive and accessible

Engagement in marine science has historically been the privilege of a small number of people with access to higher education, specialised equipment and research funding. Such constraints have often limited public engagement and may have slowed the uptake of ocean science into environmental policy. Recognition of this disconnect has spurred a growing movement to promote ocean literacy, defined as one’s individual understanding of how the ocean affects people and how people affect the ocean. Over the last 2 decades, this concept has gained significant traction in marine biology and environmental education circles and now plays a prominent role in the UN’s Decade of Ocean Science for Sustainable Development (2021-2030). Here, we argue that the ocean literacy agenda has largely been shaped and discussed by marine scientists and educators but needs to be expanded to a much larger constituency to be more effective, accessible and inclusive. We discuss diverse cultural settings from around the world and provide examples of indigenous, spiritual, art, ocean user and other groups that are already deeply engaged with the ocean and could provide a variety of perspectives to enrich the ocean literacy concept beyond an understanding of marine science. We suggest that such inclusiveness could remove the historic barriers that have surrounded the field, transform our collective awareness of and relationship with the ocean and help support ongoing efforts to restore marine biodiversity.

Analysis of the Research Trends in South Korean Marine Environmental Education

Analysis of the Research Trends in South Korean Marine Environmental Education

해양환경교육 프로젝트를 통한 대학의 지역사회공헌: 참여 학생 설문조사에 기초한 사례 연구

해양환경교육 프로젝트를 통한 대학의 지역사회공헌: 참여 학생 설문조사에 기초한 사례 연구

Impact of El Niño 2015-2016 on the coral reefs of the Pacific of Costa Rica: the potential role of marine protection

Introduction: El Niño 2015-2016 was considered one of the most severe worldwide, causing the third global event of coral bleaching. Previous high-intensity El Niño events (1982-83 and 1997-98) caused high coral mortalities and deterioration of coral reef structures along the Eastern Tropical Pacific, affecting both ecosystem and associated economical activities. Objective: The aim of this study was to determine the impact of the most recent El Niño event on coral reefs from Cocos Island and the Pacific coast of southern Costa Rica. Methods: Coral reefs were surveyed before (2013-2014) and after (2016) the disturbance, using underwater visual censuses within belt transects, to quantify the bottom coverage at different depths. Results: In general, average live coral cover decreased 50% after the 2015-2016 El Niño event, with Golfo Dulce being the most affected area with 75% of live coral cover decline. However, in certain localities such as Isla del Coco and Isla del Caño, the effects of El Niño were apparently minimal, since no substantial loss of live coral cover was detected. Differences in the level of deterioration found between coral reefs could be related to several factors, including the age of the protected area, the distance to centers of human population, and the effectiveness in the application of management strategies. Conclusions: The synergistic impact of the 2015-16 El Niño event and other stressors (e.g. illegal fishing and unregulated coastal human development) increased the levels of disturbance on coral reefs, threatening their structure and functioning. It is necessary to strengthen conservation strategies in order to improve the resilience of coral reefs to the impact of natural and anthropogenic disturbances. Concrete actions such as coral reef restoration, marine environmental education, and marine spatial planning must become important tools to maintain the good health of coral reefs and ensure the sustainability of the goods and services provided by these ecosystems.

The strong connection between marine engineering and marine environmental education within a marine cluster

Marine Environmental Education (MEE) is a vital activity, since the marine environment is impacted by industrial and technologies involved in this sector. MEE is in strong connection with marine engineering. The players from this industry have to comply with environmental protection protocols and conventions. A marine cluster is a good way of approaching issues specific to the exploitation of resources of the sea. In the present, a particularity of marine pollution is that in enclosed seas (such as Black Sea is) and on coastal areas, the pollution is higher than in the open ocean. In order to fight with this reality, it is also vital to increase the public environmental awareness throughout specific education, not only to train specialists in this respect. This paper is providing the pylons on which MEE relies. From this paper will succeed how the objectives of MEE (awareness, knowledge, attitude, skills, participation) and its specific actions (environmental education and training, involvement, bringing people together) are supported by a marine cluster. The most important result of this study can be stated as: processes developed within MEE will enforce the involvement of specialists in solving marine pollution issues and will rise the environmental consciousness of communities, in a framework provided by a cluster oriented towards MEE.

토의 . 토론 기법을 활용한 해양환경교육 프로그램이 초등학생의 환경소양 및 비판적 사고력에 미치는 영향

In this study, we developed a marine environmental education program using discussing and debating techniques. We applied the program to 29 students in fourth graders of elementary school to find out the impact on environmental literacy and critical thinking ability. The contents of the program contain marine and marine ecosystems, pollution of the marine environment(microplastics, nuclear power plant accident, oil spilled disaster, etc.) endangered marine life, development and protection, harmony between human and marine environment. We designed the class using appropriate discussing and debating techniques for each subject. The results of the study were as follows: First, marine environmental education programs using discussing and debating techniques were effective in improving the environmental literacy of elementary school students. Significant improvements were made in the affective, cognitive, and behavioral areas of environmental literacy after applying the program to classes. Second, marine environmental education programs using discussing and debating techniques were effective in enhancing critical thinking functions of elementary school students. Third, marine environmental education programs using discussing and debating techniques have a positive effect on the critical thinking tendencies of elementary school students. As shown above, marine environmental education programs using discussing and debating techniques have had positive effects on the environmental literacy of elementary school students and their critical thinking skills.

Development of Educational Activity Books for Children and Teenagers based on Marine Environment Literacy and Competency of Marine Environmental Education

Development of Educational Activity Books for Children and Teenagers based on Marine Environment Literacy and Competency of Marine Environmental Education

Analysis of Traditional Ecological Knowledge for Development of Aquatic Marine Environmental Education Program Aiming for Endogenous Watershed Community Development

Analysis of Traditional Ecological Knowledge for Development of Aquatic Marine Environmental Education Program Aiming for Endogenous Watershed Community Development

Development of the International Ocean Literacy Survey: measuring knowledge across the world.

The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018.

Marine and coastal environmental education in the context of global climate changes - synthesis and subsidies for ReBentos (Coastal Benthic Habitats Monitoring Network)

Abstract As changes in coastal and marine environments are expected to negatively affect Brazilian ecosystems, the importance of Marine Environmental Education (MEE) comes to the fore. However, so far only 32 contributions related to this issue have been published in Brazil. The MEE workgroup of ReBentos aims at promoting EE and the communication of marine ecological research to the scholastic public as a whole, as well as to groups which exert an influence on general perception, such as the media, politicians, and scientists. This paper presents an overview of the initiatives of MEE in Brazil, with emphasis on the ReBentos projects and guidelines. The conceptual background of action is based on the Rio'92 Treaty on Environmental Education, thereby implying an MEE with Transdisciplinar, emancipatory and reflexive characteristics, directed to changes in values, principles and attitudes. During the period 2011 to 2015, 10 projects were developed from Alagoas to Santa Catarina States, involving the development, implementation and testing through scientific research of 16 MEE activity-models. The didactic material subsequently produced comprised three books and 21 book-chapters. A public of around 6,500 Conservation Unit visitors, 250 public school teachers and 800 high school students have been impacted to date. To act as monitors and multipliers, 250 undergraduate students and professionals were trained. Research project evaluation generated the publication of nine papers. As a further step, the need for protocol elaboration for each model is placed in evidence, in order to direct and facilitate future initiatives.

Marine environmental education: a successful case study

Marine environmental education: a successful case study

On the perceptions and conceptions of tourists with regard to global environmental changes and their consequences for coastal and marine environments: A case study of the northern São Paulo State coast, Brazil

A study on the public׳s perceptions and conceptions of global environmental changes (GECs) is relevant to guide future educational strategies and management actions. The present study aimed to: (1) evaluate coastal tourists׳ conceptions and perceptions of GECs; (2) correlate the conceptions presented by tourists about GECs and their self-declared knowledge; (3) evaluate how these tourists perceive their personal contribution to GECs; and (4) verify the frequency at which the media exposed the tourists to information about the influence of GECs on coastal and marine environments. A structured questionnaire was applied to 183 coastal tourists. There was a weak but significant positive correlation (r2=0.152, p<0.001) between self-declared knowledge and the actual conceptions of tourists about GECs and about the sea. Tourists underestimate their role in GECs, pointing out fewer individual actions that contributed to GECs in the questionnaire than expected. Many tourists declared they had never heard of some subjects related to GECs and coastal environments. This study revealed that coastal tourists are still not well informed about their role in GECs and also on their consequences to the society, thus emphasizing the need of more intensive and effective coastal and marine environmental education strategies.