Ten Thousand Voices on Marine Climate Change in Europe: Different Perceptions among Demographic Groups and Nationalities

Buckley, Paul; Pinnegar, John K.; Painting, S. J.; Terry, Geraldine; Chilvers, Jason; Lorenzoni, Irene; Gelcich, Stefan; Duarte, Carlos M.

doi:10.3389/fmars.2017.00206

Cited by 35 publications

(42 citation statements)

References 35 publications

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“…Ocean literacy has received increased attention in recent years (e.g., Steel et al, 2005;Buckley et al, 2017), while the interest on issues related to marine education and the aquatic environment has its roots in the environmental movement of the 1960s and 1970s (Marrero and Moore Mensah, 2010). Consequently, the need for marine and aquatic education had already been underlined and studied since the early 1970s (e.g., Charlier and Charlier, 1971;Schweitzer, 1973;McFadden, 1973;Goodwin and Schaadt, 1978;Fortner and Wildman, 1980;Madrazo, Jr., and Hounshell, 1980;Picker, 1980;Dresser and Butzow, 1981;Rakow, 1983Rakow, /1984Picker et al, 1984;Fortner, 1985;Fortner and Lyon, 1985).…”

Section: The Ocean Literacy Frameworkmentioning

confidence: 99%

Evaluating Ocean Literacy of Elementary School Students: Preliminary Results of a Cross-Cultural Study in the Mediterranean Region

et al. 2019

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A good understanding of the role and function of the ocean seems to be of paramount importance in recent years, constituting the basic tool for the promotion of healthy and sustainable marine environment, and a target area of the 2030 Agenda for Sustainable Development. In this study, the content knowledge of elementary school students (grades 3-6) in regards to ocean sciences issues was examined. A structured questionnaire was administered to 1004 students participating in a cross-cultural study from three Mediterranean countries (Italy, Croatia, and Greece). The results of the study indicated a rather moderate level of knowledge in the total sample, while slight differences were recorded among the three countries revealing common knowledge gains and misconceptions. Rasch analysis was applied to further evaluate the validity of the results, while the influence of certain demographics on students' knowledge level was also investigated. This study concludes with a discussion of the implications on national curriculum development in elementary education level, in order to promote ocean literacy and to ensure protection and conservation of the Mediterranean Sea.

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Section: The Ocean Literacy Frameworkmentioning

confidence: 99%

Evaluating Ocean Literacy of Elementary School Students: Preliminary Results of a Cross-Cultural Study in the Mediterranean Region

et al. 2019

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“…Addressing these problems require public awareness to bring ocean sustainability to the forefront of public debate and policy priorities. Indeed surveys of public attitudes toward problems affecting the ocean, such as climate change-related issues (e.g., sea level rise, warming), have been conducted in Europe (Potts et al, 2016;Buckley et al, 2017) and in the United States (Steel et al, 2005;Howe et al, 2015) but are lacking across much of the world so that our perceptions of public awareness and attitudes toward ocean sustainability challenges are often skewed toward specific western views.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Marine Environmental Issues by Saudi Citizens

Almahasheer

Duarte

2020

Front. Mar. Sci.

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We depend on the sea, economically, social well-being, and for the quality of our lives, yet direct and indirect human activities have affected the marine environment, causing many problems such as overfishing and pollution at the local scale and ocean warming and acidification at the global one. Hence, addressing the cumulative effects of these activities is required to conserve the marine environment for our current and future generations. Social commitment and support for these actions depend, however, on awareness and requires, therefore, an understanding of citizens' awareness and perceptions on these issues. We assessed the awareness and the perceptions of Saudi citizens on ocean issues through an online questionnaire about environmental issues globally and in the country. The survey was completed by 1,524 Saudi citizens 18 years old and above, with different geographic distributions, gender, and educational status. The participants identified climate change within the top three global problems, with variable level of information and trust on different sources of environmental information. Littering, sewage pollution, and chemical pollution were identified as the top three major marine issues in Saudi Arabia, with the respondents demanding an immediate action through imposing fines to polluters and more regulatory constraints to activities that act as sources of pollution as well as supporting research in science and technologies to address these environmental issues.

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“…Assessment of effectiveness of these activities has focused on assessing awareness and knowledge in relation to defined levels of ocean literacy (Schoedinger et al, 2005;Fauville et al, 2018). Existing perceptions of the public and other actors on relative importance of pressures on the marine environment, and concern regarding impacts have received attention (Gelcich et al, 2014;Potts et al, 2016;Buckley et al, 2017). Pre-existing pro-environmental behaviors undertaken by people have also been studied, as well as the relationship between level of knowledge, concern and the existing behaviors or actions undertaken (Muderrisoglu and Altanlar, 2011;Chen and Tsai, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The aim of the work carried out, was to apply social and behavioral research methods, to assess the effectiveness of ocean literacy initiatives on influencing predictors of behavior change (Klöckner, 2013;Pahl and Wyles, 2017), and ultimately behavior post interaction with the intervention. The approach aims to build on existing studies of links between awareness, knowledge and concern for ocean environment issues (Gelcich et al, 2014;Buckley et al, 2017), studies of people's attitudes and pro-environmental behavior (Muderrisoglu and Altanlar, 2011) and changes in behavior post interaction with education tools (Hartley et al, 2015(Hartley et al, , 2018a.…”

Section: Introductionmentioning

confidence: 99%

A Change of Mind: Applying Social and Behavioral Research Methods to the Assessment of the Effectiveness of Ocean Literacy Initiatives

et al. 2019

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Assessment of environmental literacy and ocean literacy focus on increasing knowledge and awareness. The goal of ocean literacy initiatives is ultimately to enable behavior change (whereby citizens take direct and sustainable action) to achieve sustainable solutions to marine environment issues. The application of social and behavioral research methods provides powerful tools for assessing if ocean literacy initiatives are effective at increasing participant's knowledge and awareness of an issue, its causes and consequences and behaviors or actions required to enable sustainable solutions. Social and behavioral research methods also provide a means of assessing changes in attitude, a key predictor of behavior change, and ultimately a means of assessing changes in a participants intended and reported behaviors. We present a framework to integrate social and behavioral research methods within assessment of the effectiveness of ocean literacy initiatives. The before and after assessment we undertake develops existing environmental literacy and ocean literacy assessment approaches by integrating social and behavioral research methods to assess key predictors of behavior change. We structured the assessment methodology within a Theory of Change logic model, to provide a protocol for systematic evaluation of ocean literacy initiatives and tools. Specifically those aimed at promoting specific behavior change objectives for pre-identified actors. Assessment of educational training courses for professionals entering the shipping industry (targeting behaviors to reduce the spread of invasive species), and educational workshops for school students (aged 11-15 and 16-18), on problems related to marine litter and microplastics and potential solutions were assessed using the framework. Through before and after surveys, an increase in awareness, knowledge and an increase in attitudes supporting action to reduce impacts on the marine environment were reported by participants, after interaction with sets of tools developed by the Horizon 2020 Ocean Literacy project ResponSEAble. Results supported the importance of targeting specific audiences with tailored ocean literacy tools and the importance of informing actors of issues and solutions within the context of wider ocean literacy principles.

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Ten Thousand Voices on Marine Climate Change in Europe: Different Perceptions among Demographic Groups and Nationalities

Cited by 35 publications

References 35 publications

Evaluating Ocean Literacy of Elementary School Students: Preliminary Results of a Cross-Cultural Study in the Mediterranean Region

Evaluating Ocean Literacy of Elementary School Students: Preliminary Results of a Cross-Cultural Study in the Mediterranean Region

Perceptions of Marine Environmental Issues by Saudi Citizens

A Change of Mind: Applying Social and Behavioral Research Methods to the Assessment of the Effectiveness of Ocean Literacy Initiatives

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