Posts Tagged 'education'

Questions as indicators of ocean literacy: students’ online asynchronous discussion with a marine scientist

In this article, 61 high-school students learned about ocean acidification through a virtual laboratory followed by a virtual lecture and an asynchronous discussion with a marine scientist on an online platform: VoiceThread. This study focuses on the students’ development of ocean literacy when prompted to ask questions to the scientist. The students’ questions were thematically analysed to assess (1) the kind of reasoning that can be discerned as premises of the students’ questions and (2) what possibilities for enhancing ocean literacy emerge in this instructional activity. The results show how interacting with a scientist gives the students an entry point to the world of natural sciences with its complexity, uncertainty and choices that go beyond the idealised form in which natural sciences often are presented in school. This activity offers an affordable way of bringing marine science to school by providing extensive expertise from a marine scientist. Students get a chance to mobilise their pre-existing knowledge in the field of marine science. The holistic expertise of the marine scientist allows students to explore and reason around a very wide range of ideas and aspect of natural sciences that goes beyond the range offered by the school settings.

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Embedding probeware technology in the context of ocean acidification in elementary science methods courses

Research indicates that preservice teacher (PT) education programs can positively impact perceptions of scientific probeware use in K-8 environments. Despite the potential of probeware to improve science instruction and student engagement, its use in elementary education has been limited. Sixty-seven PT enrolled across three sections of an elementary science methods course participated in a mixed-methods study through which they utilized probeware in a thematic experience on ocean acidification. One-way repeated measures ANOVA of pre and post survey data measuring subscales of utility, ability, and intent to use probeware demonstrated a statistically significant increase with medium to large effect sizes for all subscales across all sections (p<0.01,η2p=0.384;p<0.001,η2p=0.517;p<0.001,η2p=0.214)p0.01ηp20.384p0.001ηp20.517p0.001ηp20.214. Analysis of reflective journals revealed over 60% felt the multiple capabilities (notably graphing) of probeware make it a useful classroom tool, and almost one-half believed that its use makes science more enjoyable and engaging. Mapping of the unitized data from the journals on the Next Generation Science Standards suggested that probeware use especially engages learners in planning and carrying out investigations and in analyzing and interpreting data. Journals also revealed that despite PT having prior experience with probeware in science courses, its use in their future elementary classroom is conditional on having a positive experience with probeware in a science methods course. Further, embedding a probeware experience in a unit on ocean acidification provides PT with strategies for addressing climate change and engaging in argument from evidence.

Continue reading ‘Embedding probeware technology in the context of ocean acidification in elementary science methods courses’

Developing and testing an ocean acidification case study

Case studies are used to supplement knowledge discussed in class by encouraging students to seek out further information on issues. I developed a case study on ocean acidification for general education environmental science classes and beginning science majors. Ocean chemistry is not typically discussed in detail in college courses, therefore my goal was to explain ocean acidification with relevant examples taken from news articles and primary literature. Phase one of the case study introduced the topic using a general overview of ocean chemistry and pH. Phase two included historical industrialization data of CO2 emissions and pH values for analysis. The final phase provided an article on ocean acidification effects on a marine snail, the sea butterfly (Limacina helicina), to help students understand the potential biological implications for organisms. We have piloted this case study in two classes. Anecdotally, the feedback indicated that the case study engaged students, while expanding their knowledge of ocean acidification.

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Using demonstrations involving combustion and acid–base chemistry to show hydration of carbon dioxide, sulfur dioxide, and magnesium oxide and their relevance for environmental climate science

The nature of acidic and basic (alkaline) oxides can be easily illustrated via a series of three straightforward classroom demonstrations for high school and general chemistry courses. Properties of carbon dioxide, sulfur dioxide, and magnesium oxide are revealed inexpensively and safely. Additionally, the very different kinetics of hydration of SO2 (rapid) and CO2 (slow) are evident. The pH changes observed by use of universal indicator provide striking visual evidence that makes the concepts of acidic and basic oxides less abstract and more concrete than verbal or written descriptions alone. By using the MgO solution for the SO2 hydration reaction, one can mimic environmental interactions that lead to the neutralization of alkaline and acidic species. Interestingly, the SO2 and CO2 demonstrations can easily be adapted to environmental chemistry courses and especially the very relevant realm of climate change science. The difference in hydration rates explains why CO2 is a greenhouse gas, but SO2 is not listed as one. Variations of the CO2 hydration demonstration reveal the sensitivity of oceans to acidification by dissolved CO2 and the relationship of fossil fuel combustion to ocean acidification.

Continue reading ‘Using demonstrations involving combustion and acid–base chemistry to show hydration of carbon dioxide, sulfur dioxide, and magnesium oxide and their relevance for environmental climate science’

Ocean acidification education: Educational resource analysis

This article aims to establish synergies between Science Education, Environmental Education and Marine Science (Campus do Mar), which has already begun, in order to provide ocean acidification education resources for Primary School teachers in pre-service training Global reports, based on emerging ocean acidification science, indicate that this process can be of the same magnitude as climate change; hence its importance to humanity’s future. The existing on-line resources have been located, an initial revision of them has been carried out, and a set of analysis categories has been proposed in order to subsequently design educational interventions connecting scientific knowledge, values and attitudes. These will lead to acquiring scientific competence and to acting in favour of the environment as well as developing critical thinking. A collaboration with other institutions has begun to influence non-formal education.

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Crossing the Ecoline: a visual response to increasing levels of ocean acidification

This text is presented in conjunction with my exhibition Crossing the Ecoline and is a visual response to changing levels of ocean acidification. My art making is informed by the processes of dispersal and dissolution that occur at the point where the absorption of carbon dioxide takes place between the atmosphere and the ocean. This project is of an interdisciplinary nature and traverses art and science – both technically and through collaboration. By working in close consultation with marine scientists I hope to draw attention to the little-known issue of ocean acidification through creative means. Through the consideration of materials and processes I aim to bring attention to where billions of microorganisms called phytoplankton live. The project is concerned with the idea of the edge: boundary or border as a conceptual notion, as well as through my art making practice, its interdiscplinarity and subject matter.

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How to document ocean acidification data (e-Lecture)

The number of ocean acidification (OA) studies has increased significantly over the last decade. Most of this was due to studies on biological responses of organisms to OA. The lack of a protocol to document biological response OA data prevents the research community from properly archiving, discovering, accessing, and utilizing this important body of OA data sets. In this e-Lecture, we present how to document an OA data set by explaining major components of a metadata template, which can be applied to a broad spectrum of OA studies, including those studying the biological responses to OA. The major metadata components include Investigators, Title, Abstract, Temporal coverage, Spatial coverage, Geographic names, Location of organism collection, Platforms, Variable metadata clusters, Publications describing the data set, and Supplementary information. Of these components, Variable metadata clusters (variables and their metadata sub-elements) are treated as the focal point of the template. In addition to variable name , other metadata elements include the observation type, whether it is an in-situ observation, manipulation condition, or response variable, biological subject, life stage of the biological subject, etc. Information about how to access the metadata template files is also stated.

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Ocean acidification in the IPCC AR5 WG II

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