1. OCEAN LITERACY PRINCIPLES
AS A FRAMEWORK
FOR STEM CAREER
RECRUITMENT IN
ADOLESCENT LEARNERS
Gwynne S. Rife, PhD
January 6, 2015
2. SCIENCE, TECHNOLOGY, MATH AND
ENGINEERING INTEGRATION WITH OCEAN
SCIENCES
Getting student interested in pursuing STEM Careers might be as
simple as delivering an integrated course or field experience with
the world ocean a theme.
The ocean literacy principles offer a framework to cover cross
discipline content that builds on a common interest to add depth
and understanding.
3. BACKGROUND ON OCEAN LITERACY
PRINCIPLES
Ocean Literacy is an understanding of the
ocean’s influence on you
- and your influence on the ocean.
4. NMEA SPECIAL REPORT #3 THE OCEAN LITERACY CAMPAIGN MARCH 2012
(AVAILABLE THROUGH WEB SITE)
OCEAN LITERACY WEBSITE: HTTP://OCEANLITERACY.WP2.COEXPLORATION.ORG/
6. UNDERGRADUATES IN A MID-SIZED, MID-WESTERN AND LANDLOCKED STATE OF OHIO HAVE
KEPT AN ONLINE MARINE SCIENCE COURSE “MARINATING” FOR OVER 15 YEARS. THE NEWLY
DEFINED OCEAN LITERACY STANDARDS HAVE PROVIDED AN OPPORTUNITY TO DOCUMENT THE
INCREASED LEVEL OF AWARENESS OF OUR WORLD OCEAN STUDENTS GAIN FROM EXPERIENCING
OCEANUS: THE MARINE ENVIRONMENT. THE WORLD OCEAN AND ITS GEOPHYSICAL
PROPERTIES DRAWS THE INTERESTS OF STUDENTS IN ALL MAJORS.
7. THE DESIGN, PRE AND POST TEST
ALIGNED WITH PRINCIPLES
A 48 item multiple choice exam directly aligned with each
substandard plus two additional qualitative items and:
49. Post an image that you now think of when you think of the world
ocean
50. Most interesting thing you learned from the class
16. BUT, THE MORE INTERESTING
RESULTS….
Correct responses on the post test increase 96% overall from the pre test (N = 148)
60% of the scores increased by more than 30%, only 4% of the post test scores
decreased or stayed the same.
Principle 1: Increases across all sub standards, greatest increases in 1A and 1E
Principle 2: Most increased learning associated with 2E
Principle 3: 3C and 3F and 3G showed high knowledge prior to the course
Principle 4: Consistent increase in knowledge across both 4A and 4B
Principle 5: Greatest increase in 5I and least increases occurred in 5H
Principle 6: Continued low understanding of 6A while other sub standards were
relatively equal
Principle 7: The only item that showed decreased correct responses overall was
7C
17. STUDENT TESTIMONIALS
“I think this course has been beneficial and I have gained knowledge that will be
used for many years. The course has given me knowledge about how to make
proper decisions on legislation about the ocean. I know how important the ocean
and the marine life is to our future as a country and a world. Now I am able to
understand and act in an ocean friendly way for the rest of my life. I am really glad I
was able to take this class and gain knowledge about the ocean.
One of the most interesting things during this class for me was learning how little
we have explored the oceans. Their vast size and depths have prevented scientist to
fully understand the large bodies of waters. I cannnot wait to see the new discoverys
in the future from the oceans. Another aspect I was really amazed at was how each
of the marine life and plants are connected. When one of the areas of an
ecosystem is dwindling the whole ecosytem is suffering. We need to take actions to
prevent pollution or unlawful killing of ocean life. Too many times do people act
without thinking and not consider the damage they are doing. I hope to see justice
served that will enable a healthy and thriving ocean for years to come.”
20. NEXT STEPS: SECONDARY STUDENTS TO
COMPARE TO COLLEGE LEVEL RESULTS
Offering the pre and post test to high school students before and
after marine science field trips or coursework for comparison
Continue to integrate content to courses to increase awareness
