CENTERS FOR OCEAN SCIENCES EDUCATION EXCELLENCE (COSEE): CELEBRATING FIVE YEARS CAN YOU BE SCIENCE LITERATE WITHOUT BEING OCEAN LITERATE?
While marine educators have always known that many important science concepts can be taught through ocean examples, and that the ocean provides an engaging context for teaching general science, a more compelling credo now guides that work: “Teach for Ocean Literacy. ” Many ocean sciences concepts ar...
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ftciteseerx:oai:CiteSeerX.psu:10.1.1.555.6084 2023-05-15T15:12:03+02:00 CENTERS FOR OCEAN SCIENCES EDUCATION EXCELLENCE (COSEE): CELEBRATING FIVE YEARS CAN YOU BE SCIENCE LITERATE WITHOUT BEING OCEAN LITERATE? Craig Strang Annette Decharon Sarah Schoedinger The Pennsylvania State University CiteSeerX Archives application/pdf http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.555.6084 http://www.coseeca.net/files/coseeca/CanYouBeScienceLiterate.pdf en eng http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.555.6084 http://www.coseeca.net/files/coseeca/CanYouBeScienceLiterate.pdf Metadata may be used without restrictions as long as the oai identifier remains attached to it. http://www.coseeca.net/files/coseeca/CanYouBeScienceLiterate.pdf text ftciteseerx 2016-01-08T11:45:49Z While marine educators have always known that many important science concepts can be taught through ocean examples, and that the ocean provides an engaging context for teaching general science, a more compelling credo now guides that work: “Teach for Ocean Literacy. ” Many ocean sciences concepts are more than engaging examples of general science; they have intrinsic, essential importance. Therefore, one cannot be considered “science literate ” without being “ocean literate. ” Two of the earliest and most infl uential documents in the science reform movement, Science for All Americans and Benchmarks for Science Literacy [2,3], state "the science-literate person is familiar with the natural world and recognizes both its diversity and unity. " Research consistently affi rms the ocean's vital role in maintaining the unity of our world. Without its vast ocean, Earth could be inhospitably cold like Mars or a stifl ing greenhouse like Venus. On the other hand, the interconnectedness of the ocean and the atmosphere has had negative impacts. Ocean waters absorb airborne industrial chemicals which are carried thousands of miles from their source to the Arctic region. These pollutants are found in the bodies of top predators such as polar bears, which absorb the chemicals through their diet of fi sh and seals. Whether we live on the coast or inland, eat seafood or not, humans are inextricably tied to the ocean. Thus the scientifi cally literate citizens we grow in our schools must become familiar with ocean issues that may or may not be happening "in their own backyards." The impact of the Ocean Literacy Campaign, supported by COSEE Text Arctic Unknown Arctic Venus ENVELOPE(-57.842,-57.842,-61.925,-61.925) |
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While marine educators have always known that many important science concepts can be taught through ocean examples, and that the ocean provides an engaging context for teaching general science, a more compelling credo now guides that work: “Teach for Ocean Literacy. ” Many ocean sciences concepts are more than engaging examples of general science; they have intrinsic, essential importance. Therefore, one cannot be considered “science literate ” without being “ocean literate. ” Two of the earliest and most infl uential documents in the science reform movement, Science for All Americans and Benchmarks for Science Literacy [2,3], state "the science-literate person is familiar with the natural world and recognizes both its diversity and unity. " Research consistently affi rms the ocean's vital role in maintaining the unity of our world. Without its vast ocean, Earth could be inhospitably cold like Mars or a stifl ing greenhouse like Venus. On the other hand, the interconnectedness of the ocean and the atmosphere has had negative impacts. Ocean waters absorb airborne industrial chemicals which are carried thousands of miles from their source to the Arctic region. These pollutants are found in the bodies of top predators such as polar bears, which absorb the chemicals through their diet of fi sh and seals. Whether we live on the coast or inland, eat seafood or not, humans are inextricably tied to the ocean. Thus the scientifi cally literate citizens we grow in our schools must become familiar with ocean issues that may or may not be happening "in their own backyards." The impact of the Ocean Literacy Campaign, supported by COSEE |
author2 |
The Pennsylvania State University CiteSeerX Archives |
format |
Text |
author |
Craig Strang Annette Decharon Sarah Schoedinger |
spellingShingle |
Craig Strang Annette Decharon Sarah Schoedinger CENTERS FOR OCEAN SCIENCES EDUCATION EXCELLENCE (COSEE): CELEBRATING FIVE YEARS CAN YOU BE SCIENCE LITERATE WITHOUT BEING OCEAN LITERATE? |
author_facet |
Craig Strang Annette Decharon Sarah Schoedinger |
author_sort |
Craig Strang |
title |
CENTERS FOR OCEAN SCIENCES EDUCATION EXCELLENCE (COSEE): CELEBRATING FIVE YEARS CAN YOU BE SCIENCE LITERATE WITHOUT BEING OCEAN LITERATE? |
title_short |
CENTERS FOR OCEAN SCIENCES EDUCATION EXCELLENCE (COSEE): CELEBRATING FIVE YEARS CAN YOU BE SCIENCE LITERATE WITHOUT BEING OCEAN LITERATE? |
title_full |
CENTERS FOR OCEAN SCIENCES EDUCATION EXCELLENCE (COSEE): CELEBRATING FIVE YEARS CAN YOU BE SCIENCE LITERATE WITHOUT BEING OCEAN LITERATE? |
title_fullStr |
CENTERS FOR OCEAN SCIENCES EDUCATION EXCELLENCE (COSEE): CELEBRATING FIVE YEARS CAN YOU BE SCIENCE LITERATE WITHOUT BEING OCEAN LITERATE? |
title_full_unstemmed |
CENTERS FOR OCEAN SCIENCES EDUCATION EXCELLENCE (COSEE): CELEBRATING FIVE YEARS CAN YOU BE SCIENCE LITERATE WITHOUT BEING OCEAN LITERATE? |
title_sort |
centers for ocean sciences education excellence (cosee): celebrating five years can you be science literate without being ocean literate? |
url |
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.555.6084 http://www.coseeca.net/files/coseeca/CanYouBeScienceLiterate.pdf |
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ENVELOPE(-57.842,-57.842,-61.925,-61.925) |
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Arctic Venus |
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Arctic |
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Arctic |
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http://www.coseeca.net/files/coseeca/CanYouBeScienceLiterate.pdf |
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http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.555.6084 http://www.coseeca.net/files/coseeca/CanYouBeScienceLiterate.pdf |
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Metadata may be used without restrictions as long as the oai identifier remains attached to it. |
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