Ocean Acidification

This study examines the impact of a Science–Technology–Society–Environment (STSE) educational intervention on the teaching of acid–base reactions to 11th-grade students (n = 17). The didactic sequence combined laboratory experiments, real-data analysis, and an interdisciplinary role-play debate, designed to connect chemical concepts with pressing socio-environmental challenges such as ocean acidification, acid rain, and acid mine drainage. Data collection included a pre- and post-test on environmental awareness and semi-structured interviews, enabling the assessment of both conceptual learning and attitudinal change. Significant conceptual gains were observed, with five of eleven test items reaching a normalized Hake gain ≥ 0.70, alongside increased environmental awareness. Qualitative findings further revealed that students valued the real-world context and interdisciplinary integration, reporting enhanced motivation, civic responsibility, and a more meaningful engagement with science. Overall, the results suggest that STSE-based chemistry instruction not only strengthens students’ understanding of acid–base equilibria but also fosters sustainability competencies essential for responsible and informed citizenship in the 21st century.

Widespread climate action is broadly recognized as necessary to reduce climate change impacts on oceans (“ocean change”), but threats to ocean ecosystems are commonly perceived as distant, irrelevant, and unchangeable. Communicating about ocean change, therefore, requires message framing strategies targeting evidence-based psychological precursors to behavior. In a pre-registered case study of coastal visitors in Oregon, United States (n = 2414), we tested the influence of psychologically wise message about ocean change on climate action intentions. We primarily focused on influencing relational organizing: people’s willingness to encourage others to act. A behavior-specific message targeting relational organizing efficacy beliefs significantly but weakly increased intentions for relational organizing regarding ocean change compared to a control. Neither a connectedness to coast (place-based) message nor an ocean acidification (proximate threat-based) message had detectable effects on intentions. Our results suggest that targeting relational organizing efficacy may increase climate action intentions for the protection of coastal ecosystems.

Ocean acidification constitutes one of the primary consequences of anthropogenic climate change, generating multiple negative effects in the marine realm. However, there is a generalized lack of knowledge of society on this specific topic. The acidic sublittoral volcanic vents located at Punta de Fuencaliente (Canary Islands) constitute an unequalled natural lab. Accordingly, a marine observatory of climate change associated to these vents has been recently established, the OMACC. Research conducted there will enable making projections of utmost utility to identify the roadmap on mitigation and adaptation to climate change. Yet, in order to involve and mobilize society accordingly, this research needs to be approached and made accessible to non-specialized audiences. To that end, from the Transference Unit BISAGRA Visual Thinking and in the framework of the project visUaLL, we developed a thorough communication program associated to the OMACC, based on visual thinking. Amongst the elements developed there is a motion graphics animation on ocean acidification. Here we explain the procedure followed and provide the results of a preliminary survey conducted to ascertain the usefulness of the generated animation in effectively approaching the topics to non-specialized audiences. Overall, surveyed people understood better the concepts in question after viewing the video, confirming that the developed animation significantly enhances the understanding of the contents addressed.

The aim of the research was to explore the effect of educational interventions implemented in desktop-based VR and ımmersive virtual reality (IVR) settings on gifted students’ nature relatedness and attitudes towards environment. A a single group pretest-posttest weak experimental model was implemented. The participants involved in the study consisted of a group of 27 gifted students (age mean = 12.8), comprising 10 males and 17 females. The training program was implemented across three distinct sessions utilizing the Imedu VR platform. The training program used Cognitive Theory of Multimedia Learning principles, applying Exaggerated Feedback in the second session and Corrective Feedback in the third as instructional design elements. The initial phase encompassed a duration of 120 minutes of distance learning that emphasized Sustainable Development Goals, with a particular focus on ocean acidification. Subsequently, participants engaged in a 30-minute IVR experience utilizing Oculus Quest 2 headsets to investigate the effect of ocean acidification on organisms and ecosystems. The final session comprised a 30-minute escape room activity conducted in a distance learning format via Imedu to reinforce what the students learned. Preceding and succeeding the intervention, students completed the Nature Relatedness (NR) Scale and the Revised New Environmental Paradigm Scale (R-NEP). Following confirmation of data normality, a paired samples t-test was employed to compare pretest and posttest scores. The study revealed a statistically significant enhancement in nature relatedness and attitudes towards environment among gifted students (p < .05). Effect sizes were high for NR (Cohen’s d = 1.099) and moderate for R-NEP (Cohen’s d = 0.539). The integration of VR technologies in gifted education for cultivating nature relatedness and attitudes towards environment is thus encouraged.

Practical methodologies and operating procedures for ocean acidification researchers, especially users of the GOA-ON in a Box ocean acidification monitoring kit.

Acknowledgments

Coordination support for this work has been provided by The Ocean Foundation, the IAEA Ocean Acidification International Coordination Centre (OA-ICC), and the NOAA Ocean Acidification Program. In-person coordinating meetings in 2019 and 2024 have been funded by the IAEA OA-ICC. The Ocean Foundation’s coordination and editing time has been supported by the Government of Sweden and an anonymous grantor.

Introduction

Welcome to the Practical Best Practices guide for conducting ocean acidification research with the Global Ocean Acidification Observing Network (GOA-ON) in a Box kit. This kit is a set of sampling and analysis equipment that contains nearly all materials required to obtain “weather-quality” measurements at a fraction of the price of costly conventional monitoring and analysis systems. This guide is centered around using components of the kit, which is comprised of sensors to collect in situ measurements, Van Essen’s CTD-Diver and Sunburst Sensor’s iSAMI-pH, and lab equipment to measure total alkalinity and spectrophotometric pH from discrete water samples. A full list of kit components, suppliers, and U.S. pricing is maintained and periodically updated in this spreadsheet. Yet, many sections will be of general use, such as those on lab management, sample collection, and data management, and some of the practices described for parameter measurements may be applied to other instrument setups. 

There exist many other references for ocean acidification and carbonate chemistry research, including the Guide to Best Practices for Ocean CO₂ Measurements. This guide references these resources throughout, and it is not intended as a replacement or update to those SOPs. The aim of this guide is to provide practical approaches to conduct ocean acidification monitoring that enables practitioners to study their coastal waters, address research questions of local importance, and contribute important data to global databases without necessarily having a high level of access to the resources, training, and/or equipment that may be assumed as necessary in other guides. As a result, these practical approaches may not result in the highest accuracy but suitable precision. Yet, the signals in most coastal regions are large enough that these measurements remain valuable and contribute to the important understanding of carbonate chemistry parameters around the ocean. Ultimately, achieving weather-quality measurements of pH and total alkalinity should be possible with the GOA-ON in a Box kit and using these methodologies. As defined by GOA-ON (Newton et al., 2015), the weather objective necessitates an uncertainty of approximately 0.02 in pH and of 10 µmol kg–1 in measurements of total alkalinity (TA).

General Practices

Guidelines for Laboratory Management: Recommendations for safety, efficiency, and quality

Selecting a Research Site: Considerations before finalizing a site

Packing for field sampling: Checklist for field trips

Cleaning Sample Bottles: Clean and store borosilicate bottles for discrete sampling

Field Sampling Sheet Template: Downloadable datasheet

Sensors

Operating the Van Essen CTD-Diver: Collecting salinity, temperature, and depth data

Operating the Sunburst Sensors iSAMI pH Sensor: Measuring pH in the field

iSAMI Frequently Asked Questions: Troubleshooting the pH sensor

Discrete Samples

Water sampling: Collect discrete bottle samples

Preparing pH Indicator Dye Solution: Make up m-cresol purple indicator dye solution for spectrophotometric determination of seawater pH

Processing Mercuric Chloride (HgCl2): Separate mercury from analysis waste

Determining Total Alkalinity: Manual titration and calculation

Determining pH: Spectrophotometric measurement of seawater using the indicator dye m-cresol purple

Assessing Quality with Reference Materials: Check the quality of alkalinity and DIC analyses

Calculating the Seawater Carbonate System: Using the CO2SYS spreadsheet for calculations

Data Management

Data QA / QC Guidelines: Quality assurance and control of bottle samples

Sustainable Development Goal (SDG) 14.3.1 Indicator Quick Guide: Submitting data to assess OA globally

Addendum

Community Resources: Helpful links

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This climate change-related experiential learning initiative targeted nonscience majors enrolled in an introductory chemistry course at a two-year college to enhance their understanding of climate change. The activity aimed to connect abstract chemistry concepts to real-world significance over several sessions involving activities like library research, social media interviews, collaboration with environmental advocates, and practical lab activities and simulations. Implemented in a class size of 16–20 students, the initiative was seamlessly integrated without compromising the course curriculum. Students′ reflections highlighted the impactful outcomes of the activity. They exhibited heightened awareness regarding environmental issues, specifically ethical concerns in factory farming and the adverse effects of CO₂ emissions on ocean acidity. This led to a newfound sense of responsibility among students, driving them to advocate for change and engage in proactive measures. Ultimately, this climate change-related experiential learning approach effectively linked chemistry education with practical, relatable contexts. It empowered students to comprehend, reflect upon, and advocate for environmental stewardship, fostering a deeper connection to climate change issues in their communities and beyond.

Investigating climate effects on the ocean and the atmosphere in the laboratory: The working title behind the acronym KOALa says it all. The school laboratory aims to raise awareness of the problem of ocean acidification and the responsible use of resources, while at the same time offering in-depth insights into scientific working methods. With the help of an experiment-based adaptation of the mystery method, students are introduced to research-based learning and sensitized to the effects of fossil fuel combustion on marine chemistry through a model experiment. This is also intended to strengthen the formation of analogies and transferability. The article provides insights into the methodological peculiarities, the concept and the course of the programme and presents initial results from the accompanying scientific research on sources of interest during the exercise of scientific activities.