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Examining the presence of ocean literacy principles in Greek primary school textbooks.

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Title: Examining the presence of ocean literacy principles in Greek primary school textbooks.
Authors: Mogias, Athanasios1, Boubonari, Theodora1, Kevrekidis, Theodoros1
Source: International Research in Geographical & Environmental Education. November 2021, Vol. 30 Issue 4, p314-331. 18p.
Subject Terms: *Marine science education, *Science textbooks, *Primary school facilities, *Curriculum, *Environmental education
Abstract: This study aims to add to the mapping of the presence of ocean sciences issues in national curricula and textbooks worldwide, investigating the inclusion of ocean literacy principles and their fundamental concepts in Greek primary science textbooks according to the Ocean Literacy Framework. Content analysis was implemented in both textual and pictorial material. The textbook analysis revealed that although all Ocean Literacy Principles are presented to some extent in the textbooks under study, most of their supporting fundamental concepts are absent for most of the principles. Only principles 1 and 6 are well represented, while principles 4 and 7 show the weakest appearance. The alignment of the principles and concepts in the textbooks with the Scope and Sequence of the Ocean Literacy Framework showed an apparent inconsistency, revealing that they are partially represented and superficially introduced. The implications of this study add to this mapping and aim to help curriculum designers and marine educators worldwide to cooperate for the inclusion of ocean literacy topics into the curricula which will potentially lead to students' improved knowledge about the marine environment and the enhancement of their ocean literacy and responsible environmental behavior concerning ocean conservation. [ABSTRACT FROM AUTHOR]
Copyright of International Research in Geographical & Environmental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22International+Research+in+Geographical+%26+Environmental+Education%22">International Research in Geographical & Environmental Education</searchLink>. November 2021, Vol. 30 Issue 4, p314-331. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Marine+science+education%22">Marine science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+textbooks%22">Science textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+school+facilities%22">Primary school facilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink>
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  Data: This study aims to add to the mapping of the presence of ocean sciences issues in national curricula and textbooks worldwide, investigating the inclusion of ocean literacy principles and their fundamental concepts in Greek primary science textbooks according to the Ocean Literacy Framework. Content analysis was implemented in both textual and pictorial material. The textbook analysis revealed that although all Ocean Literacy Principles are presented to some extent in the textbooks under study, most of their supporting fundamental concepts are absent for most of the principles. Only principles 1 and 6 are well represented, while principles 4 and 7 show the weakest appearance. The alignment of the principles and concepts in the textbooks with the Scope and Sequence of the Ocean Literacy Framework showed an apparent inconsistency, revealing that they are partially represented and superficially introduced. The implications of this study add to this mapping and aim to help curriculum designers and marine educators worldwide to cooperate for the inclusion of ocean literacy topics into the curricula which will potentially lead to students' improved knowledge about the marine environment and the enhancement of their ocean literacy and responsible environmental behavior concerning ocean conservation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Research in Geographical & Environmental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: November 2021
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