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The Context

Defining Ocean Literacy: Building Consensus, Building Momentum Craig Strang, Sarah Schoedinger, Lynn Whitley, Rita Bell, Peter Tuddenham. The Context. The ocean covers over 70% of the planet and defines everything about it Over half of the U.S. is underwater

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The Context

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  1. Defining Ocean Literacy: Building Consensus, Building Momentum Craig Strang, Sarah Schoedinger, Lynn Whitley, Rita Bell, Peter Tuddenham

  2. The Context • The ocean covers over 70% of the planet and defines everything about it • Over half of the U.S. is underwater • Most of the oxygen on earth is produced in the ocean • The ocean regulates weather and climate • The ocean allows for life to exist • The ocean drives our economy ($43B in CA alone) • Hurricanes, Tsunamis, Polar Bears. Seen Inconvenient Truth? Hello? • And yet…

  3. The Challenge • Ocean topics don’t fit neatly into Bio, Chem, Phys disciplines, mostly ignored in US K-12 education. • There was no consensus on what was important to include in the classroom. • The American public was largely ignorant of the importance of the ocean in their lives--negative feedback loop.

  4. A Sorry State of Affairs • No systematic teaching about the Ocean in places like CA and HI • “Marine Education” marginalized, localized and idiosyncratic • Perceived lack of rigor and innovation--science ed reform left marine educators behind

  5. The Response • COSEE Network, NMEA, National Geographic Society, NOAA, College of Exploration, LHS, Sea Grant, and others agreed to work together • A mechanism was developed to build consensus: • Inclusive, democratic, transparent process • Work mostly done online • Built on and credited past efforts • No institutional ownership • Institutions lent authority and credibility

  6. Action • An online conference was sponsored to solicit input (Oct. 2004) • Face-to-face meeting with iterativefeedback online (Feb. 2005) • Special Scientific Review • Public Peer Review • Agreement was reached in several key areas

  7. The Result • Ocean literacy was defined • Essential principles were identified & supported by fundamental concepts • These principles & concepts were aligned to the National Science Education Standards An archive of this conference can be seen at www.oceanliteracy.net

  8. The Definition Ocean literacy is an understanding of the ocean’s influence on you and your influence on the ocean. An ocean-literate person: • Understands the Essential Principles and Fundamental Concepts about the ocean; • Can communicate about the ocean in a meaningful way; and • Is able to make informed and responsible decisions regarding the ocean and its resources.

  9. “Ocean literacy is an understanding of the ocean’s influence on you and your influence on the ocean.” Seven Essential Principles: 1. Earth has one big ocean with many features. 2. The ocean and life in the ocean shape the features of Earth. 3. The ocean is a major influence on weather and climate. 4. The ocean makes Earth habitable. 5. The ocean supports a great diversity of life and ecosystems. 6. The ocean and humans are inextricably interconnected. 7. The ocean is largely unexplored.

  10. Alignment to the NSES

  11. A Scope & Sequence

  12. A Conceptual Flow from the Scope & Sequence

  13. Activities & Impact To Date • Presentations at MTS, NSTA, CSTA, HSTA, ASLO, AGU, NMEA, COSEE mtgs, NSTA “blue planet” issue • NOAA Environmental Literacy Grants • Conference on Ocean Literacy in DC; International Pacific Marine Educators Conference in Hawaii • Workshops on translating EPs for public audiences visiting aquaria, zoos and museums • Influencing text book: “Life on an Ocean Planet” • Influencing state standards (MD, SC, CA) Note your accomplishments on the blog at www.oceanliteracy.net

  14. The “Real” Impact • Activated the community • Ocean Sciences now have a place at the table (a little corner…) • Ocean Sciences is part of the mainstream conversation • We have changed the way we think…

  15. “You could teach all the standards using ocean examples if you wanted to…” Great, but no one wanted to (except you and me) “The Ocean is so engaging!” So is YouTube and MySpace (Not so) Old Thinking

  16. New Thinking • The ocean has distinct, intrinsic, significant importance • The “essential principles” about the ocean really are essential, so • You can’t be culturally fluent or science literate unless you are ocean literate • You would be doing students a disservice not to teach them about the ocean

  17. Some Examples • Can’t teach primary productivity w/o chemosynthesis • Can’t teach physics of sound w/o sound in the ocean • Can’t teach climate (change) w/o ocean processes • Can’t teach mollusks w/o cephalopods!

  18. Future Steps for Ocean Literacy • Translate into stories and messages for use in free-choice learning • Incorporate into national and state standards, assessments, and curricula. • Create tools for educators for easy insertion in the classroom (e.g. scope and sequence) • Identify materials to support the integration of ocean literacy into the curriculum • Design and deliver teacher professional development programs

  19. What Did We Learn? The Process is Important! Collaboration is hard; Struggle makes the product better; Consensus is critical! • But don’t settle for lowest common denominator • Don’t stop till the whole is greater than the sum of the parts.

  20. Getting Involved • Review of the Scope and Sequence • Identify exemplary materials and activities • Provide insights and opinions www.coexploration.org/oceanliteracy www.oceanliteracy.net

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