Teachers’ conceptualizations and classroom inclusion of ocean literacy following an intensive marine science professional development program
Linsky, Catherine Lindsay
MetadataShow full item record
The following study details teachers’ conceptualizations and classroom inclusion of ocean literacy following an intensive marine science professional development program in Hawai`i known as Project ISLE (Integrated Science Learning Experiences). During this two-week program, 12 teachers studied science content and pedagogy concerning volcanology, astronomy, marine biology, island ecology, and conservation. Through qualitative methodologies, eight assertions were formulated from a thematic data analysis. Generally, the teachers’ personal backgrounds had a large influence on their individual conceptualizations and classroom inclusion of ocean literacy. The participants also placed a high value on their “real life” experiences in Hawaii, especially those pertaining to ocean life, ocean-human interactions, and the Hawaiian culture. This study furthers the up-and-coming field of ocean literacy and sheds light on the needs of professional development in this area.