Abstract Ocean Literacy is a growing global education movement aimed at deepening and contextualising the human relationship with the ocean. While ocean topics are largely missing from UK school curricula, Ocean Literacy principles offer an opportunity for environmental educators to infuse their programmes with broader perspectives on the ocean, creating openings for the development of learner knowledges, and increasing emotional connection with the marine environment. Field courses held at residential field study centres which focus on marine and coastal environments are uniquely positioned to explore principles of Ocean Literacy with their learners; through experiential, investigative modes of learning which encourage development of understanding, emotional engagement with the environment, and pro-environmental behaviours. This paper examines the learning outcomes of 16–18 year old school students taking part in residential programmes at three coastal field centres in the UK Field Studies Council network. Examining student responses against UK A-level, Scottish Highers, and International Baccalaureate specifications and curricula, we argue that while such programmes are largely determined by cognitive rather than behavioural or affective characteristics, they demonstrate a significant opportunity to further develop the emotional and behavioural foci of residential marine courses.

中文翻译：

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住宅海洋实地课程对海洋素养的影响

摘要 海洋素养是一项不断发展的全球教育运动，旨在深化人类与海洋的关系并将其置于情境中。虽然英国学校课程中基本上没有海洋主题，但海洋素养原则为环境教育工作者提供了一个机会，可以将更广泛的海洋视角融入他们的课程中，为学习者知识的发展创造机会，并增加与海洋环境的情感联系。在以海洋和沿海环境为重点的住宅实地研究中心举办的实地课程具有独特的优势，可以与学习者一起探索海洋素养的原则；通过体验式、调查式学习模式，鼓励发展理解、对环境的情感参与和亲环境行为。本文考察了在英国实地研究委员会网络的三个沿海实地中心参加住宿计划的 16-18 岁学生的学习成果。根据英国 A-level、苏格兰高等教育和国际文凭规范和课程检查学生的反应，我们认为，虽然此类课程主要由认知而非行为或情感特征决定，但它们展示了进一步发展情感和行为焦点的重要机会的住宅海洋课程。