Abstract

This study aims to add to the mapping of the presence of ocean sciences issues in national curricula and textbooks worldwide, investigating the inclusion of ocean literacy principles and their fundamental concepts in Greek primary science textbooks according to the Ocean Literacy Framework. Content analysis was implemented in both textual and pictorial material. The textbook analysis revealed that although all Ocean Literacy Principles are presented to some extent in the textbooks under study, most of their supporting fundamental concepts are absent for most of the principles. Only principles 1 and 6 are well represented, while principles 4 and 7 show the weakest appearance. The alignment of the principles and concepts in the textbooks with the Scope and Sequence of the Ocean Literacy Framework showed an apparent inconsistency, revealing that they are partially represented and superficially introduced. The implications of this study add to this mapping and aim to help curriculum designers and marine educators worldwide to cooperate for the inclusion of ocean literacy topics into the curricula which will potentially lead to students’ improved knowledge about the marine environment and the enhancement of their ocean literacy and responsible environmental behavior concerning ocean conservation.

摘要

本研究旨在增加对全球国家课程和教科书中海洋科学问题存在的映射，调查根据海洋素养框架将海洋素养原则及其基本概念纳入希腊初级科学教科书。内容分析在文本和图片材料中实施。教科书分析显示，尽管所研究的教科书在一定程度上介绍了所有海洋素养原则，但大多数原则都缺少大部分支持性的基本概念。只有原则 1 和 6 表现得很好，而原则 4 和 7 表现得最弱。教科书中的原则和概念与海洋扫盲框架的范围和顺序的一致性表现出明显的不一致，揭示他们被部分代表和肤浅地介绍。这项研究的意义增加了这一映射，旨在帮助世界各地的课程设计者和海洋教育工作者合作，将海洋素养主题纳入课程，这将有可能提高学生对海洋环境的了解并加强他们的海洋有关海洋保护的识字和负责任的环境行为。