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The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy

Author

Listed:
  • Yen-Ling Lin

    (Taiwan Marine Education Center, National Taiwan Ocean University, Keelung 20224, Taiwan)

  • Liang-Yu Wu

    (Masai Elementary School, Yilan 27050, Taiwan)

  • Liang-Ting Tsai

    (Institute of Education, Tzu Chi University, Hualien 97004, Taiwan)

  • Cheng-Chieh Chang

    (Institute of Education & Center of Teacher Education, National Taiwan Ocean University, Keelung 20224, Taiwan)

Abstract

Ocean sustainability and resource use are emphasized globally. The primary goal of ocean preservation is to enhance citizens’ ocean literacy. In this study, cluster sampling was conducted on students from seven public middle schools in Taiwan to investigate their use of ocean literacy concept words, propositional sentences, and knowledge sources. Qualitative analysis, descriptive statistics, and one-way analysis of variance were conducted on 496 valid questionnaires. The middle school students exhibited an accuracy rate of 63% for ocean literacy sentence-making, which indicated a basic level of performance. The students commonly used terms such as “ocean,” “Atlantic Ocean,” and “tsunami.” Students had common misconceptions when using the terms “sea level rising,” “Kuroshio current,” and “tsunami.” In addition, students who were female, in a higher grade, and who attended a coastal school had higher ocean literacy scores. The students’ primary sources of ocean literacy knowledge were museums and television. Through an analysis students’ use of ocean concept words and misconceptions, the aim of this study was to enhance the implementation efficiency of marine education to cultivate students’ ocean literacy.

Suggested Citation

  • Yen-Ling Lin & Liang-Yu Wu & Liang-Ting Tsai & Cheng-Chieh Chang, 2020. "The Beginning of Marine Sustainability: Preliminary Results of Measuring Students’ Marine Knowledge and Ocean Literacy," Sustainability, MDPI, vol. 12(17), pages 1-18, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:17:p:7115-:d:406708
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    References listed on IDEAS

    as
    1. Cheng-Chieh Chang, 2019. "Development of Ocean Literacy Inventory for 16- to 18-Year-Old Students," SAGE Open, , vol. 9(2), pages 21582440198, April.
    2. Liang-Ting Tsai, 2019. "Multilevel Effects of Student and School Factors on Senior High School Students’ Ocean Literacy," Sustainability, MDPI, vol. 11(20), pages 1-12, October.
    3. Timothy A. Goodale, 2020. "Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers," Journal of Education for Sustainable Development, , vol. 14(1), pages 5-19, March.
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    Cited by:

    1. Melita Mokos & Giulia Realdon & Ivana Zubak Čižmek, 2020. "How to Increase Ocean Literacy for Future Ocean Sustainability? The Influence of Non-Formal Marine Science Education," Sustainability, MDPI, vol. 12(24), pages 1-12, December.
    2. Natalie Fox & Jamie Marshall & Dorothy Jane Dankel, 2021. "Ocean Literacy and Surfing: Understanding How Interactions in Coastal Ecosystems Inform Blue Space User’s Awareness of the Ocean," IJERPH, MDPI, vol. 18(11), pages 1-21, May.
    3. Guang-Ying Liu & Yi-Chen Lin & Ting-Kuang Yeh, 2023. "Motivating Individuals to Take Responsible Ocean Action: The Mediatory Effects of Attitude toward the Ocean," IJERPH, MDPI, vol. 20(3), pages 1-12, February.

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