Ocean Acidification

The marine environment is affected by climate change in many ways but it is also affected by the separate problem of ocean acidification (OA). Anthropogenic carbon dioxide that is absorbed by the ocean causes changes in ocean chemistry including an increase in acidity. Fisheries and shellfish industries, which are vital livelihoods for some communities have already been affected by OA. As there has been little research conducted to examine public risk perceptions of this issue, the aim was to explore this through a survey (N = 954) carried out in the UK. The survey explored a range of psychological factors including concern, place attachment, and environmental identity that are known to influence risk perceptions. A regression analysis found that more concerned participants had stronger environmental identities and higher levels of knowledge about OA. As predicted, they also felt more attached to the ocean and felt more negative about OA. It was clear that place attachment and environmental identity were important factors and thus should not be neglected when developing risk communications, particularly for this unfamiliar risk issue. As unfamiliar and complex risks such as OA are becoming more prevalent and must be communicated successfully in a world full of conflicting information, it is important to consider how OA is perceived by the public and how this can inform policy decisions in future. If major mitigation and adaptation strategies are adopted by policymakers the success of these will also ultimately require society to accept them.

Continue reading ‘UK public perceptions of ocean acidification – the importance of place and environmental identity’

This article includes a methodological proposal in which students collaborate with scientists in order to establish a significative series of data to know the impacts of Climate Change on a shellfish bank which represents the main socio-economic motor in a costal population of more than 14000 habitants live. This proposal explains the theoretical background of the experience as well as the teaching strategy through laboratory practices which allows the students to act as efficient scholar scientists on this type of collaborations with research teams. Also described is the practical application of this knowledge on an investigation allowing for the beginning of a temporal series of data about the situation regarding the collection of cockles (Cerastordema edule) to understand how Climate Change can affect this valuable economic resource in Galicia – Spain. This applied scholar science is described ending with the analysis of data through our accumulation of graphs and the creation of our conclusions. Through our conclusions we have found the necessity of carrying on the kind of studies in the following years remarkable both, before and after, the recruitment campaign in order to obtain conclusions about possible adaptations of the duration of the recruitment period to Climate Change. Via our pedagogically obtained conclusions, we have found interest in this type of proposal to be valuable for the acceleration of the incorporation of these contents to the syllabus due to the urgency of the arrival of this knowledge to society.

Continue reading ‘Ocean under global change: from science to school’

Over the last century the ocean has been negatively impacted by human activities. In order to continue benefitting from marine services and goods, and the qualities afforded to human life through the ocean, citizens need to be informed about their relationship to the ocean and their own impact on it, that is they need to be ocean literate. Marine education is challenging, as most of the ocean is invisible to the human eye and marine processes are spread over large temporal and spatial scales. Digital technologies have the potential to support learning about the ocean as, virtually, they can take learners into the depths of the ocean and help them visualise complex interactions between different factors over time and space. This thesis consists of four studies scrutinising the role of different digital technologies for learning about marine environmental issues with an emphasis on communicative aspects, with two of the studies having a specific focus on ocean literacy. Study I is a literature review of the use of digital technologies in environmental education. Study II investigates the use of a marine research institute’s Facebook page aimed at supporting communication and learning about marine topics. Study III addresses the use of a carbon footprint calculator as an opportunity for students to reason about their greenhouse gas emissions. Finally, Study IV analyses the questions asked by students on an online platform where they engage in an asynchronous discussion with a scientist around the issues of ocean acidification. The four studies show how the use of digital technologies in environmental education can make the invisible visible, allowing engagement with and manipulation of the abstract features of the ocean. As demonstrated in my studies and as is evident from previous research in the multidisciplinary field of environmental science, digital technologies offer new means to make sense of and engage with global environmental issues. These technologies provide a field of action where users can experiment, make mistakes, get feedback and try again in ways that are different from paper-based learning activities. The findings from Studies II, III and IV also illustrate the challenges associated with these technologies, and it becomes obvious that the technical features of a tool do not determine the kind of interactions that will evolve from its use. The contexts in which a tool is used, and what the features mean to the users in situ, are key, and demonstrate the importance of studying not only the outcome of a learning practice but also the ongoing interaction between the users and the tool in a specific context. In conclusion, this thesis offers an overview of the range of impacts that digital technologies can have on the development of ocean literacy, as well as illustrating how technologies open up new ways of learning about marine environmental issues both inside and outside of school. It also provides an account of why ocean literacy is such an important skill for 21st-century citizens living in a rapidly changing world with significant challenges to the environment and our own habitats.

Continue reading ‘Digital technologies as support for learning about the marine environment: steps toward ocean literacy’

Highlights

• Public engagement is key to conservation success.

• A well informed public can increase support in conservation efforts.

• Identified knowledge gaps within the public in marine conservation efforts.

• Value-Action Gap present within the public in Cornwall, UK.

• Improved, interdisciplinary science communication can increase public engagement.

Abstract

To successfully integrate and engage the general public into marine conservation decisions it is important that individuals are well informed. This study surveyed two sample groups, marine environmental professionals working in the UK, n = 61, and members of the public surveyed in Truro, Cornwall, UK, n = 71. Public awareness of marine environmental threats and conservation efforts was assessed through comparison with the, assumed well informed, professional sample. Findings suggest that the public are generally well informed of threats to the marine environment, but are significantly less well informed about marine conservation and management strategies. Furthermore, despite indicating concern for the marine environment, members of the public display significantly fewer pro-environmental behaviours than marine conservation professionals. Public knowledge (and action) gaps are discussed as well as how these may be minimised, including a more interdisciplinary and active approach to science communication and public engagement.

Continue reading ‘Assessing public awareness of marine environmental threats and conservation efforts’

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’

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.

Continue reading ‘Ocean acidification education: Educational resource analysis’

This study investigated awareness of climate change and sustainable development among undergraduates in two universities: University of Ibadan, Ibadan and Ladoke Akintola University of Technology, Ogbomoso in Oyo Stateof Nigeria. This was aimed at increasing the knowledge of undergraduates on climate change and sustainable development. The study adopted a survey design. The population for the study consisted of 300 hundred undergraduates in University of Ibadan, Ibadan and Ladoke Akintola University of Technology, Ogbomoso in Oyo State, Nigeria. The students were selected using purposively random sampling technique. A 45-item each with Likert type response format titled ‘’Awareness of Climate Change and Sustainable Development among Undergraduates Students’’tagged ACCSDUS were administered. Data obtained were analyzed using simple percentages and t-test.The results showed that undergraduates possessed high level of awareness on the concept of climate change, have access to the sources of information and factors of personal experience, public sources and education greatly influence their awareness. The results further showed that there was no significant difference in the level of climate change and sustainable development awareness in term of gender (t= 0.733 > 0.05). There is a significant difference in the level of awareness of undergraduates on the concept of climate change based on school ownership (t= 0.013 <0.05). The study concluded that climate change education should be structured and embedded in the curricula of schools at all levels and that training, re-training, empowerment or enlightenment of the public and stakeholders in climate change should be carried out without bias, discrimination or marginalization of any form.

Continue reading ‘Awareness of climate change and sustainable development among undergraduates from two selected universities in Oyo State, Nigeria’

Public engagement with climate change is critical for maintaining the impetus for meaningful emissions cuts. Ocean acidification (OA) is increasingly recognized by marine scientists as an important, but often overlooked, consequence of anthropogenic emissions1, 2. Although substantial evidence now exists concerning people’s understanding of climate change more generally3, very little is known about public perceptions of OA. Here, for the first time, we characterize in detail people’s understanding of this topic using survey data obtained in Great Britain (n = 2,501) during 2013 and 2014. We draw on theories of risk perception and consider how personal values influence attitudes towards OA. We find that public awareness of OA is very low compared to that of climate change, and was unaffected by the publication of the IPCC Fifth Assessment Report. Using an experimental approach, we show that providing basic information can heighten concern about OA, however, we find that attitude polarization along value-based lines may occur if the topic is explicitly associated with climate change. We discuss the implications of our findings for public engagement with OA, and the importance of learning lessons from communications research relating to climate change.

Continue reading ‘Public understanding in Great Britain of ocean acidification’

Ocean acidification refers to the process by which seawater absorbs carbon dioxide from the atmosphere, producing aqueous carbonic acid. Acidic conditions increase the solubility of calcium carbonate, threatening corals and other calcareous organisms that depend on it for protective structures. The global nature of ocean acidification and the magnitude of its potential impact on marine ecosystems and the industries they support make it an important and engaging topic to explore in the undergraduate laboratory. In this multiweek experiment, designed for second year analytical and environmental chemistry courses, artificial seawater samples containing pieces of seashell or coral were prepared. One sample was pressurized with carbon dioxide and stirred for 1 week, while the other was stirred without carbonation. Mass and pH measurements and carbonate, bicarbonate, calcium(II), and magnesium(II) titrations were performed on samples before and after treatment. Through data analysis and a rigorous consideration of the acid–base and solubility equilibria involved, students concluded that carbonation significantly decreased seawater pH and caused appreciable seashell and coral dissolution, which raised the bicarbonate and calcium(II) concentrations. Minimal change in the seawater chemistry or carbonaceous material was observed for the noncarbonated sample. Overall, the experience provided a meaningful experimental context for titration analyses and a practical application of the conceptual treatment of a multiequilibrium system. In addition to the experiment, a corresponding oral presentation assignment is presented, in which students produced a video designed to educate a general audience on the topic of ocean acidification by using their experimental results as support. Through this assignment, students reflected on the broader ecological and societal ramifications of ocean acidification and developed the ability to communicate scientific knowledge to a nonscientific audience, a critical collaborative skill for addressing such multifaceted issues.

Continue reading ‘Ocean acidification: investigation and presentation of the effects of elevated carbon dioxide levels on seawater chemistry and calcareous organisms’

Climate change projections necessarily involve uncertainty. Analysis of the physics and mathematics of the climate system reveals that greater uncertainty about future temperature increases is nearly always associated with greater expected damages from climate change. In contrast to those normative constraints, uncertainty is frequently cited in public discourse as a reason to delay mitigative action. This failure to understand the actual implications of uncertainty may incur notable future costs. It is therefore important to communicate uncertainty in a way that improves people’s understanding of climate change risks. We examined whether responses to projections were influenced by whether the projection emphasized uncertainty in the outcome or in its time of arrival. We presented participants with statements and graphs indicating projected increases in temperature, sea levels, ocean acidification and a decrease in arctic sea ice. In the uncertain-outcome condition, statements reported the upper and lower confidence bounds of the projected outcome at a fixed time point. In the uncertain time-of-arrival condition, statements reported the upper and lower confidence bounds of the projected time of arrival for a fixed outcome. Results suggested that people perceived the threat as more serious and were more likely to encourage mitigative action in the time-uncertain condition than in the outcome-uncertain condition. This finding has implications for effectively communicating the climate change risks to policy-makers and the general public.

Continue reading ‘When, not if: the inescapability of an uncertain climate future’

Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. Continue reading ‘Investigating undergraduate science students’ conceptions and misconceptions of ocean acidification’