Digital technologies as support for learning about the marine environment: Steps toward ocean literacy
Over the last century the ocean has been negatively impacted by human activities. In order to continue benefitting from marine services and goods, and the qualities afforded to human life through the ocean, citizens need to be informed about their relationship to the ocean and their own impact on it...
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ftunivgoeteborg:oai:gupea.ub.gu.se:2077/53942 2023-10-29T02:39:18+01:00 Digital technologies as support for learning about the marine environment: Steps toward ocean literacy Digital technologies and ocean literacy Fauville, Géraldine 2017-11-27 application/pdf http://hdl.handle.net/2077/53942 eng eng Gothenburg Studies in Educational Sciences 408 Study I: Fauville, G., Lantz-Andersson, A., & Säljö, R. (2013). ICT tools in environmental education: Reviewing two newcomers to schools. Environmental Education Research, 20(2), 248–283. Study II: Fauville, G., Dupont, S., von Thun, S., & Lundin, S. (2015). Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy. Computers & Education, 82, 60–73. Study III: Fauville, G., Lantz-Andersson, A., Mäkitalo, Å., Dupont, S., & Säljö, R. (2016). The carbon footprint as a mediating tool in students’ online reasoning about climate change. In O. Erstad, K. Kumpulainen, Å. Mäkitalo, K. C. Schröder, P. Pruulmann-Vengerfeldt, & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp. 39–60). Rotterdam, the Netherlands: Sense Publishers. Study IV: Fauville, G. (2017). Questions as indicators of ocean literacy: Students’ online asynchronous discussion with a marine scientist. International Journal of Science Education, 39(16), 2151–2170. ::doi::10.1080/09500693.2017.1365184 978-91-7346-939-5 (print) 978-91-7346-940-1 (pdf) 0436-1121 http://hdl.handle.net/2077/53942 digital technologies social media ocean literacy communication science education environmental education sociocultural theory Text Doctoral thesis Doctor of Philosophy 2017 ftunivgoeteborg 2023-10-04T21:19:20Z Over the last century the ocean has been negatively impacted by human activities. In order to continue benefitting from marine services and goods, and the qualities afforded to human life through the ocean, citizens need to be informed about their relationship to the ocean and their own impact on it, that is they need to be ocean literate. Marine education is challenging, as most of the ocean is invisible to the human eye and marine processes are spread over large temporal and spatial scales. Digital technologies have the potential to support learning about the ocean as, virtually, they can take learners into the depths of the ocean and help them visualise complex interactions between different factors over time and space. This thesis consists of four studies scrutinising the role of different digital technologies for learning about marine environmental issues with an emphasis on communicative aspects, with two of the studies having a specific focus on ocean literacy. Study I is a literature review of the use of digital technologies in environmental education. Study II investigates the use of a marine research institute’s Facebook page aimed at supporting communication and learning about marine topics. Study III addresses the use of a carbon footprint calculator as an opportunity for students to reason about their greenhouse gas emissions. Finally, Study IV analyses the questions asked by students on an online platform where they engage in an asynchronous discussion with a scientist around the issues of ocean acidification. The four studies show how the use of digital technologies in environmental education can make the invisible visible, allowing engagement with and manipulation of the abstract features of the ocean. As demonstrated in my studies and as is evident from previous research in the multidisciplinary field of environmental science, digital technologies offer new means to make sense of and engage with global environmental issues. These technologies provide a field of action where users can experiment, ... Doctoral or Postdoctoral Thesis Ocean acidification University of Gothenburg: GUPEA (Gothenburg University Publications Electronic Archive) |
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Open Polar |
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University of Gothenburg: GUPEA (Gothenburg University Publications Electronic Archive) |
op_collection_id |
ftunivgoeteborg |
language |
English |
topic |
digital technologies social media ocean literacy communication science education environmental education sociocultural theory |
spellingShingle |
digital technologies social media ocean literacy communication science education environmental education sociocultural theory Fauville, Géraldine Digital technologies as support for learning about the marine environment: Steps toward ocean literacy |
topic_facet |
digital technologies social media ocean literacy communication science education environmental education sociocultural theory |
description |
Over the last century the ocean has been negatively impacted by human activities. In order to continue benefitting from marine services and goods, and the qualities afforded to human life through the ocean, citizens need to be informed about their relationship to the ocean and their own impact on it, that is they need to be ocean literate. Marine education is challenging, as most of the ocean is invisible to the human eye and marine processes are spread over large temporal and spatial scales. Digital technologies have the potential to support learning about the ocean as, virtually, they can take learners into the depths of the ocean and help them visualise complex interactions between different factors over time and space. This thesis consists of four studies scrutinising the role of different digital technologies for learning about marine environmental issues with an emphasis on communicative aspects, with two of the studies having a specific focus on ocean literacy. Study I is a literature review of the use of digital technologies in environmental education. Study II investigates the use of a marine research institute’s Facebook page aimed at supporting communication and learning about marine topics. Study III addresses the use of a carbon footprint calculator as an opportunity for students to reason about their greenhouse gas emissions. Finally, Study IV analyses the questions asked by students on an online platform where they engage in an asynchronous discussion with a scientist around the issues of ocean acidification. The four studies show how the use of digital technologies in environmental education can make the invisible visible, allowing engagement with and manipulation of the abstract features of the ocean. As demonstrated in my studies and as is evident from previous research in the multidisciplinary field of environmental science, digital technologies offer new means to make sense of and engage with global environmental issues. These technologies provide a field of action where users can experiment, ... |
format |
Doctoral or Postdoctoral Thesis |
author |
Fauville, Géraldine |
author_facet |
Fauville, Géraldine |
author_sort |
Fauville, Géraldine |
title |
Digital technologies as support for learning about the marine environment: Steps toward ocean literacy |
title_short |
Digital technologies as support for learning about the marine environment: Steps toward ocean literacy |
title_full |
Digital technologies as support for learning about the marine environment: Steps toward ocean literacy |
title_fullStr |
Digital technologies as support for learning about the marine environment: Steps toward ocean literacy |
title_full_unstemmed |
Digital technologies as support for learning about the marine environment: Steps toward ocean literacy |
title_sort |
digital technologies as support for learning about the marine environment: steps toward ocean literacy |
publishDate |
2017 |
url |
http://hdl.handle.net/2077/53942 |
genre |
Ocean acidification |
genre_facet |
Ocean acidification |
op_relation |
Gothenburg Studies in Educational Sciences 408 Study I: Fauville, G., Lantz-Andersson, A., & Säljö, R. (2013). ICT tools in environmental education: Reviewing two newcomers to schools. Environmental Education Research, 20(2), 248–283. Study II: Fauville, G., Dupont, S., von Thun, S., & Lundin, S. (2015). Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy. Computers & Education, 82, 60–73. Study III: Fauville, G., Lantz-Andersson, A., Mäkitalo, Å., Dupont, S., & Säljö, R. (2016). The carbon footprint as a mediating tool in students’ online reasoning about climate change. In O. Erstad, K. Kumpulainen, Å. Mäkitalo, K. C. Schröder, P. Pruulmann-Vengerfeldt, & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp. 39–60). Rotterdam, the Netherlands: Sense Publishers. Study IV: Fauville, G. (2017). Questions as indicators of ocean literacy: Students’ online asynchronous discussion with a marine scientist. International Journal of Science Education, 39(16), 2151–2170. ::doi::10.1080/09500693.2017.1365184 978-91-7346-939-5 (print) 978-91-7346-940-1 (pdf) 0436-1121 http://hdl.handle.net/2077/53942 |
_version_ |
1781066084187635712 |