Oceanographic Education Research Articles

A Call for a Cultural Shift in Oceanography

Oceanography stands at a critical juncture, confronting the coupled challenges of climate change and biodiversity loss while also addressing calls for equity and justice in ocean economic development and governance. This paper defines and advocates for the weaving of three perspectives into oceanography education, research, and policy practice: the Socio-Ecological Lens, the Humanist Approach, and Equitable Intercultural Practice. By embracing these frameworks, the field can transcend the challenges of classical oceanography, paving the way for academic and professional practices that are more inclusive, equitable, and attuned to the intricacies of human-ocean relationships. Such a shift will foster interdisciplinary and transdisciplinary collaboration, elevate the role of humanities in oceanographic education, and push for decolonizing methodologies for ocean policy engagement, thereby enabling ethical career paths. Ultimately, these perspectives will empower oceanographers to cultivate a deeper and more equitable bond with the oceans, helping them to steer society with the transformative science practices that are fundamentally needed in a successful United Nations Decade of Ocean Science for Sustainable Development.

The New Generation of Sea Scientist

Time at sea is no longer a mandatory part of oceanographic education.

Report on the Fifth International Conference on School and Popular Meteorological and Oceanographic Education (EWOC99)

The Fifth International Conference on School and Popular Meteorological and Oceanographic Education was held 5–9 July 1999 in Ballarat and Melbourne, Australia. Conference delegates included 105 teacher educators, meteorologists, oceanographers, and science communicators representing 13 nations. Principal themes of the conference were weather and ocean studies in the primary and secondary school classroom (K–12), professional development programs for teachers in meteorology and oceanography, using the Internet for schools and public education, and communicating environmental issues to the public. Oral presentations, workshops, poster sessions, and hands-on demonstrations provided information on programs for teacher enhancement, computer-aided instruction, and access to real-time weather information.

Letter exchange documents 50 years of progress in oceanography

During World War II the Scripps Institution of Oceanography (SIO) became involved in the oceanographic training of officers. This, combined with a rekindling of interest in the Pacific Ocean during and after the war, catapulted SIO in the late 1940s to a position of prominence in oceanographic education. The leader of the institution, both administratively and academically, was Harald Sverdrup (Figure 1). When he became director in 1936, only five graduate students were enrolled.

Seventh AMS Symposium on Education

The American Meteorological Society (AMS) held its Seventh Symposium on Education in conjunction with the 78th AMS Annual Meeting. The theme of the symposium was “Atmospheric and Oceanographic Education: Advancing Our Awareness.” Thirty-six oral presentations and 47 poster presentations summarized a variety of educational programs or examined educational issues relevant for both the precollege and university levels. There were also joint sessions held with the Second Conference on Coastal Atmospheric and Oceanic Prediction and Processes and the Ninth Conference on Interaction of the Sea and Atmosphere, as well as the 10th Symposium on Meteorological Observations and Instruments. Over 200 people representing a wide spectrum of the Society attended one or more of the sessions during this two-day event.

Report on the Fourth International Conference on School and Popular Meteorological and Oceanographic Education

The Fourth International Conference on School and Popular Meteorological and Oceanographic Education was held 22–26 July 1996 in Edinburgh, Scotland. Conference attendees included 125 educators, meteorologists, oceanographers, and government officials representing 19 nations. The themes of the conference were the roles of meteorology and oceanography in science education and the benefits derived from improved environmental awareness and scientific literacy, particularly weather awareness, meteorological literacy, and understanding of the ocean. Formal presentations, workshops, poster sessions, and demonstrations provided information on programs for teacher enhancement, computer-aided instruction, and classroom access to real-time weather information through the World Wide Web.

The Sixth AMS Symposium on Education

The American Meteorological Society held its Sixth Symposium on Education in conjunction with the 77th Annual Meeting in Long Beach, California. The theme of the symposium was “Atmospheric and Oceanographic Education: Teaching about the Global Environment.” Thirty-eight oral presentations and 37 poster presentations summarized a variety of educational programs or examined educational issues for both the precollege and university levels. There was also a joint session with the Eighth Symposium on Global Change Studies and a special session on “home pages” to promote popular meteorological education. Over 200 people representing a wide spectrum of the Society attended one or more of the sessions in this two-day conference where they increased their awareness of teaching about the global environment.

Edinburgh '96 — The Fourth International Conference on School and Popular Meteorological and Oceanographic Education

Edinburgh '96 — The Fourth International Conference on School and Popular Meteorological and Oceanographic Education

Report on the Third International Conference on School and Popular Meteorological and Oceanographic Education

The Third International Conference on School and Popular Meteorological and Oceanographic Education was held 14–18 July 1993 in Toronto, Ontario, Canada. This conference was attended by approximately 150 educators, meteorologists, oceanographers, and government officials representing 12 countries. The themes of this conference were the role of meteorology and oceanography in the formal science education of students in grades K-12 and the enhancement of scientific literacy of the public in order to permit individuals to make better use of products and services provided by the national environmental services and the media. Sixty formal presentations plus two poster sessions and six workshops provided information on educational programs as well as a variety of classroom activities on meteorological and oceanographic topics.

Meteorology in the Geography Curriculum of an 11–18 English comprehensive school*

WeatherVolume 49, Issue 1 p. 21-25 Meteorology in the Geography Curriculum of an 11–18 English comprehensive school* J. Michael Barron, J. Michael Barron Caldew School, CumbriaSearch for more papers by this author J. Michael Barron, J. Michael Barron Caldew School, CumbriaSearch for more papers by this author First published: January 1994 https://doi.org/10.1002/j.1477-8696.1994.tb05929.x † Based on a paper presented at the Third International Conference on School and Popular Meteorological and Oceanographic Education, held in Toronto from 14 to 18 July 1993. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume49, Issue1January 1994Pages 21-25 RelatedInformation

The Third International Conference on School and Popular Meteorological and Oceanographic Education

The Third International Conference on School and Popular Meteorological and Oceanographic Education

Second International Conference on School and Popular Meteorological and Oceanographic Education: Impact on Precollege Atmospheric Education

The Second International Conference on School and Popular Meteorological and Oceanographic Education has led to innovative initiatives in precollege education in the area of atmospheric sciences. The conference demonstrated that the American Meteorological Society could have a major impact on the instructional attitudes and practices of precollege teachers. As a direct result of the conference, the Society's innovative education program—Project ATMOSPHERE—enjoys the attention of the science education community.

Project ATMOSPHERE: AMS/NOAA 1991 Workshop for Teachers

+Oceanography Department, United States Naval Academy, Annapolis, MD 21402 and Chairman, AMS Board on School and Popular Meteorological and Oceanographic Education.++Department of the Earth Sciences, State University of New York College at Brockport, Brockport, NY, 14420, and Interim Director of the American Meteorological Society education program.*Department of the Earth Sciences, State University of New York, College at Brockport, Brockport, NY, 14420.**National Weather Service Training Center, Kansas City, MO, 64124

Executive Summary of the Study on Observational Systems: A Review of Meteorological and Oceanographic Education in Observational Techniques and the Relationship to National Facilities and Needs

"Executive Summary of the Study on Observational Systems: A Review of Meteorological and Oceanographic Education in Observational Techniques and the Relationship to National Facilities and Needs" published on Sep 1991 by American Meteorological Society.

Study on Observational Systems: A Review of Meteorological and Oceanographic Education in Observational Techniques and the Relationship to National Facilities and Needs

Meteorological and oceanographic education in observational techniques and the relationship to national facilities' needs are reviewed. The significance of measurement science and its relationship to national capabilities are examined. Opportunities for the enhancement of national capabilities related to the application of measurement science to meteorology and oceanography are identified and recommendations for action are presented. Editor's note: The University Corporation for Atmospheric Research and the American Meteorological Society sponsored this study. The body of the report on the study is presented here. The study was performed by a committee consisting of: Robert Serafin, National Center for Atmospheric Research* (chair); Brian Heikes, University of Rhode Island; Douglas Sargeant, National Oceanic and Atmospheric Administration; William Smith, University of Wisconsin; Eugene Takle, Iowa State University; and Roger Wakimoto, University of California at Los Angeles. (Copies of the complete study with its supporting documents, consisting of: a statement from university heads and chairs, a survey on university educational programs and facilities, universities known to have responded to the Survey on Instrumentation and Observation, lists of persons interviewed by the committee, and a minimal set of basic instruments for a meteorology laboratory may be obtained by writing to the University Corporation for Atmospheric Research.)*The National Center for Atmospheric Research is sponsored by the National Science Foundation.

Manpower and Oceanographic Education in the United States

Manpower and Oceanographic Education in the United States

A Summer Course in Oceanography for Eighth Grade Students

An increased awareness of the current and past misuses of the Atlantic tidewater areas has led many people to suggest that the public must be educated in the makeup and function of the littoral zone. As with the teaching of anything, this could be accomplished most effectively by introducing the subject into the regular school curriculum. The Oceanographic Education Center, an office funded under the Title III program and administered by the Falmouth, Massachusetts School system has been seeking ways of doing this. An experimental summer program was devised which would not only supplement intermediate school level science curricula with projects that are meaningful to the students of this area, but which would also serve as a medium by which general science could be taught. The program was designed to meet the requirements predicated by three objectives: 1. to stimulate the interest of young students in the marine sciences, and especially in estuarine ecology, by guiding them in carrying out their own scientific projects; 2. to instruct students in the scientific method of field observation and laboratory investigation; 3. to teach basic principles of general science by taking advantage of the fact that the study of oceanography necessarily involves the study of all the major scientific disciplines. It was decided that the best approach would be to present the program as a four week environmental survey of a salt water estuary. Each student was allowed to pursue, at his own pace, whatever subject area was of the most personal interest to him. The only restraint imposed upon the students' freedom was that whatever data they recorded in their own area of interest, it had to be accompanied by comprehensive environmental data. (See Fig. 1) This was done in order to stress the interrelationships among scientific disciplines as well as the complex interdependencies among the plants, the animals, and their environment. Because Dr. Shields Warren of the Sea Farm Research Foundation generously offered the use of part of its laboratory facilities located on Bournes Pond, it was possible to perform field work and laboratory analyses at the same location. Bournes Pond is a typical Atlantic estuary, approximately two miles long and averaging 200 yards in width. It has a small fresh water inlet and a slightly larger outlet to Vineyard Sound. It is a nursery ground for many species, and has the added advantage that in the summer both northern and southern fauna are present. The equipment used in the program was as simple as possible. With the exception of a Bausch and Lomb student spectrophotometer, a Millipore? filtration kit and a Nikon binocular microscope equipped with an inexpensive adapter for photomicroscopy, all equipment was either readily available from the school system or inexpensively made by the students from items purchased at the hardware store. Two small motor boats equipped with three and four horsepower outboards were used. The ten young people who volunteered for the program were quite heterogeneous with regard to age and ability. They ranged from students entering the seventh to one student entering the tenth grade. Although they were all interested in the natural

Reviews of Recent Books

NAVIGATIONVolume 15, Issue 2 p. 223-225 Reviews of Recent Books First published: Summer 1968 https://doi.org/10.1002/j.2161-4296.1968.tb01611.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract An Excellent Book for Navigators: TWO-STAR POSITION FINDING, by Edward M. Weyer A Text Book: ADMIRALTY MANUAL OF NAVIGATION, VOLUME I, British Information Service, 845 Third Ave., New York, N. Y. The Making of Charts: THE ADMIRALTY HYDROGRAPHIC SERVICE 1795–1919, by Vice Admiral Sir Archibald Day A Bilingual Dictionary: TECHNICAL NAUTICAL DICTIONARY, Libreria Mario Bozzi, via Cairoli A Good Reference Book: OCEANOGRAPHY IN PRINT, Oceanographic Education Center A Fine Historical Treatise: THE SPANISH ARMADA, by Michael Lewis, Thomas Y. Crowell Volume15, Issue2Summer 1968Pages 223-225 RelatedInformation

Inland Education of Oceanographers

A SURVEY conducted by the Committee on Oceanography of the National Academy of Sciences-National Research Council in order to estimate the present status of the marine sciences in the United States resulted in a report that stressed the need for an acceleration of the national effort in basic and applied research in oceanography (1). The committee made many recommendations for implementing the proposed acceleration of oceanographic research. One of these, a recommendation concerning the establishment of new centers for oceanographic education is stated as follows: