Urban Earth Science In Milwaukee Wisconsin

Kean, William F.; Posnanski, Tracy J.; Wisniewski, Jane J.; Lundberg, Todd

doi:10.5408/1089-9995-52.5.433

Cited by 9 publications

(4 citation statements)

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“…However, few studies have discussed these topics [45,46]. From a scientific aspect, official education systems and place-based courses on geology, chemistry, and biology have included the discussion and development of teaching strategies for ocean literacy [47][48][49]. In Italy, Croatia, and Greece, where 65% of the population live by the Mediterranean Sea, children in grades 3-6 have an intermediate level of knowledge of marine science and most often acquire it through knowledge of the oceans in coastal areas, environmental activities in schools, and television documentaries [50].…”

Section: Ocean Literacy Studiesmentioning

confidence: 99%

The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy

Lin

Wu²,

Tsai

et al. 2020

Sustainability

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Ocean sustainability and resource use are emphasized globally. The primary goal of ocean preservation is to enhance citizens’ ocean literacy. In this study, cluster sampling was conducted on students from seven public middle schools in Taiwan to investigate their use of ocean literacy concept words, propositional sentences, and knowledge sources. Qualitative analysis, descriptive statistics, and one-way analysis of variance were conducted on 496 valid questionnaires. The middle school students exhibited an accuracy rate of 63% for ocean literacy sentence-making, which indicated a basic level of performance. The students commonly used terms such as “ocean,” “Atlantic Ocean,” and “tsunami.” Students had common misconceptions when using the terms “sea level rising,” “Kuroshio current,” and “tsunami.” In addition, students who were female, in a higher grade, and who attended a coastal school had higher ocean literacy scores. The students’ primary sources of ocean literacy knowledge were museums and television. Through an analysis students’ use of ocean concept words and misconceptions, the aim of this study was to enhance the implementation efficiency of marine education to cultivate students’ ocean literacy.

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Section: Ocean Literacy Studiesmentioning

confidence: 99%

The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy

Lin

Wu²,

Tsai

et al. 2020

Sustainability

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“…Our multi-media approach is intended to provide as immersive an experience as possible, allowing students to get a feeling for what exploring the area is like without having to visit in person. GeoTrails and Urban GeoTrails, supplemented with educational materials for teachers, can help educators discover the potential of resources in their own backyards (Kean and Enochs 2001;Kean et al 2004). We are hoping to reach more teachers with our upcoming Niagara Escarpment illustrated children's book and teacher's guide featuring activities involving the GeoTrails.…”

Section: Strategies To Make the Geoscience Accessible To The Publicmentioning

confidence: 99%

Earth Science Education #7. GeoTrails: Accessible Online Tools for Outreach and Education

Maloney,

Peace,

Hansen

et al. 2023

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As geoscientists, we must prioritize improving our ability to communicate science to the public. Effective geoscience communication enables communities to understand how geological processes have shaped our planet and make informed decisions about Earth’s future. However, geoscience research outputs have traditionally been published in peer-reviewed journals and presented at academic conferences. Consequently, essential information about local geology is rarely available in accessible, open access, and engaging formats. Here, we propose virtual field trips, or ‘GeoTrails’, as a possible solution to address the disconnect between geoscience research and public knowledge by improving our communication to the public. This initiative is largely driven by undergraduate students, who identify points of geological interest along selected hiking trails, write concise descriptions derived from scientific sources (e.g. longer peer-reviewed articles and government reports), and collect field data (e.g. 3-D LiDAR models, drone photography) to illustrate the characteristics of these geological features. The goal of the project is to communicate the importance of local geology on our environment and to raise awareness of how changing climates could affect us in the future; this information can empower communities to make better, more informed planning decisions. The creation of GeoTrails along the Niagara Escarpment offers a promising strategy to highlight the role of geoscientists and to engage the public in our ongoing research that aims to showcase Canada’s geoheritage.

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“…The National Oceanic and Atmospheric Administration (NOAA) explicitly defines OL according to marine science as "an understanding of the ocean's influence on you and your influence on the ocean" [1,2]. Kean, Posnanski, Wisniewski, and Lundberg [3] also indicate that people with OL can understand the basic origins and fundamental concepts of the ocean, disseminate knowledge regarding the ocean through meaningful approaches, and make precise conclusions regarding the ocean and its resources [2,3].…”

Section: Introductionmentioning

confidence: 99%

Multilevel Effects of Student and School Factors on Senior High School Students’ Ocean Literacy

Tsai

2019

Sustainability

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This study explored the variance in ocean literacy accounted for by student and school levels and examined the influence of these two predictors on senior high school students’ ocean literacy using a hierarchical linear model. Data were collected from 1944 students from 99 schools and used to construct the two-level hierarchical linear model. The results indicated that the variance in ocean literacy accounted for by students was larger than that accounted for by schools; approximately a quarter of the total variance in ocean literacy was accounted for by schools. At the student level, attitude toward the ocean and frequency of reading ocean-themed books or magazines were predictors of ocean literacy, whereas at the school level, school region and location were significant influential factors. This study’s results have significance for policy-making regarding ocean literacy improvement.

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Urban Earth Science In Milwaukee Wisconsin

Cited by 9 publications

References 0 publications

The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy

The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy

Earth Science Education #7. GeoTrails: Accessible Online Tools for Outreach and Education

Multilevel Effects of Student and School Factors on Senior High School Students’ Ocean Literacy

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