Marine Education in a Land‐Based Curriculum

The major purpose of this study was to explore the learning outcomes on marine education for 3rd graders in Taipei. A quasi-experimental design with a single group was used in this study. Students in the experimental group (N=56) were given eight weeks of marine education activities and a one-day field trip at Tamsui River Estuary Park in New Taipei city. Two research instruments were used in this study, including a Marine Education Achievement Test and an Attitude towards Marine Education Scale. The results were obtained by t-test analysis. The results of this study were (1) the Marine Education Achievement Test showed students in the post-test achieved higher scores than in the pre-test (t = 14.21, p .001); and (2) the Attitude towards Marine Education Scale showed students in the post-test had higher scores than in the pre-test (t = 4.28, p .001). Therefore, it can be concluded the marine education activities and field trip were effective for 3rd graders’ learning on marine education in this study.

There are little educational contents and program software in the fisheries and marine high school. This study is to design and develop an evaluation based learning system in the field of fisheries and marine education. We design and develop three learning modules for evaluation based learning system in the field of fisheries and marine education. More detail of the results are as follows:BR (a) Contents based learning module is designed and developed. It is composed of twenty audiovisual style lectures and materials in the field of fisheries and marine education.BR (b) Problem-solving based learning module is designed and developed. As the choice of learning type, the learner can take the feedback with exploring contents or retrying the test for complete learning.BR (c) Quiz pass challenge learning module is designed and developed. The learner can challenge until the result of the test with simulation test of pass quiz.

Answering the call to create an environment in which collaborations among ocean scientists and pedagogical experts flourish, the California Center for Ocean Sciences Education Excellence (CA-COSEE) links the resources of Scripps Institution of Oceanography (SIO), University of California, San Diego; the Marine Activities, Resources & Education (MARE) Program at the Lawrence Hall of Science (LHS), University of California, Berkeley; the Marine Advanced Technology Education (MATE) Center at Monterey Peninsula College (MPC); and California Sea Grant (CA SG). With the shared goal of enhancing the general public's understanding and appreciation of ocean science, these organizations have launched a strategically crafted campaign to integrate ocean education, outreach and research. Poised to capitalize on the collective strength of a world-class research institution, a national leader in pre-college marine science education, an NSF-funded center dedicated to improving marine technical education, and the nation's largest Sea Grant program, California COSEE is 1) deepening the involvement of ocean scientists in K-14 education and outreach efforts; 2) providing greater access of under-served students to ocean science and to science and technical careers; and 3) increasing the degree to which ocean science is included in the K-14 science curriculum.

The effects of stakeholder education and capacity building in marine protected areas: A case study from southern Mozambique

Marine education and research centre

The article is devoted to the problem of training marine education contenders for future professional activity. It is determined that in modern socio-economic conditions the problem of activation of the human factor, maximum use of personal capabilities to achieve the highest results in professional activities, in particular in the marine industry, is particularly acute. It is proved by the author that determining the peculiarities of the training of marine education contenders for future professional activity will be facilitated by the characterization of the essence of the concept “professional orientation of marine education contenders” (the quality of the personality of a cadet of a maritime educational institution is associated with a certain activity in educational, social and other fields of activity and forms him as a future professional of maritime transport and a socially active citizen of society). The peculiarity of the training of marine education contenders for future professional activity is: the orientation of strategies and concepts of training maritime education to global and European values, and therefore it is important to learn a foreign language (acquisition in the process of organizing educational activities of competencies that determine effective training for professional activities); ambiguity and diversity of scientific approaches to the organization of the educational process of marine education contenders (from the focus on European models to the dominance of national ideology in Ukraine); active participation of marine education contenders in the patriotic education of state institutions, politicians, public and veterans’ organizations and religious confessions. In determining the features of the training of marine education contenders for future professional activity, the following principles are identified: systematic approach, interaction of cadets with teachers, the principle of positive resource diagnostics, the principle of continuity, the principle of positive motivation and favorable emotional background, the principle of forming a positive perspective of the professional ability of a graduate of a maritime institution of higher education. . Key words: training, educational process, contenders of marine education, features of training, professional activity, professional orientation.

Team Inspiration is a robotics team from San Diego, CA, consisting of passionate middle and high school students. We participate in a variety of robotics competitions including FIRST [1], Robocar [2], and RoboSub [3], an international collegiate level competition. In 2020, our team placed #1 against 33 university and high school teams making history as the youngest team to earn this title. In 2021 our team was accepted to compete in RobotX 2022 [4], an international collegiate competition utilizing an autonomous boat and drone working together. In 2011, our coaches created a team and imagined that one day, the elementary school students playing with Lego robots would grow to compete in RoboSub and beyond. Prior to 2019, our team only had experience with ground robots. We took advice and inspiration from experienced teams and connected with marine technology companies to seek mentorship. With the mentorship from professionals, we were encouraged to push ourselves. Through our speaker series, we learned from many professionals from a variety of STEM fields, especially from those in the marine industry. We learned alongside other students about the far-reaching applications of STEM. In 2019, we began our RoboSub journey starting with the basics: A simple remotely-operated vehicle (ROV) constructed by plastic pipes, brushless motors and on-off control box. We climbed up the complexity scale to prototyping on breadboards and using a reliable off-the-shelf Autonomous Underwater Vehicle (AUV) from Blue Robotics called BlueROV2 [5]. Learning from these platforms, we designed and built our custom AUV, Orange in 2019. The following year we developed Græy which took Orange’s design and improved upon it by adding more capabilities and sensors to incorporate intersub communication. In 2021, adapting to the virtual season we created an open source Unity simulation of the RoboSub competition environment to help our team and others to test their systems. We strive to apply our experience in RoboSub to benefit the local and global STEM education community. Thus, we began collaborating with Porpoise Robotics [6], a team of former submarine engineers, to design low cost underwater ROV to make STEM education more accessible. The ROV is designed to be an affordable robot which can be used to teach STEM, especially robotics and mechatronics, in schools. Sitting well within a consumer price range, the ROV gives schools the opportunity to immerse their students in underwater robotics. In addition to developing the ROV, we have been working with Porpoise Robotics to create a 2-week curriculum for schools to use with the ROV which will aim to teach students Python, underwater dynamics, mechanics, and electrical integration. By teaching young students about basic principles of marine technology and innovation, we hope to inspire them to explore their interest in the field of ocean engineering. The paper will detail how to inspire more engineers to spread their knowledge and help spark interest in marine education to explore the unknown wonderworld of the ocean.

The decade long achievements of China's marine ecological civilization construction (2006–2016)

IntroductionThis study investigates the psychological mechanisms through which general environmental beliefs influence marine pro-environmental behaviors among Chinese university students, focusing on the parallel mediating roles of marine environmental responsibility and marine environmental value orientations.MethodsA crosssectional survey was conducted with 1,206 students from 23 universities across 11 provinces in China, using standardized instruments adapted from validated environmental psychology scales. Correlation analysis, hierarchical regression, and parallel mediation modeling with the PROCESS macro (Model 4) were employed to test the hypothesized independent mediation pathways.ResultsGeneral environmental beliefs significantly predicted pro-environmental behaviors both directly and indirectly. Responsibility and value orientations functioned as two independent and equally strong mediators, highlighting parallel psychological pathways. Neither gender nor age exerted significant effects, underscoring the predominance of psychological over demographic determinants.DiscussionGrounded in the Value–Belief–Norm theory and conceptually supported by the Theory of Planned Behavior and the Norm Activation Model, this study provides an integrated framework explaining how cognitive awareness translates into marine conservation behavior. The findings underscore the dual importance of normative obligation and value-based motivation in promoting youth engagement in ocean protection and suggest that marine education and policy design should incorporate strategies that strengthen both responsibility and value orientations.

Ocean literacy is an understanding of the ocean’s influence on us and our influence on the ocean. A lack of ocean literacy presents a significant obstacle for citizens to engage in environmentally sustainable behaviour, and thus is acknowledged as a ‘complex problem’ that requires deliberative participation and joint-action by stakeholders across domains. The aim of the article is both to demonstrate the value of Collective Intelligence (CI) as a methodological tool to advance and enhance the promotion of environmental literacy, and to share outcomes from using the CI approach. The participatory context behind CI illustrates that working ‘with’ a range of stakeholders across marine education, outreach, regulation and policy, to debate how to better promote ocean literacy among young people, improves ocean literacy and broadens society’s awareness of sustainable marine environments. Findings reveal a hierarchical barrier structure localised to each country, a valuable order of echelon toward environmental change.

Ocean Literacy Principle #6 states: “The Ocean and humans are inextricably interconnected.” Concept 6G within this principle emphasizes that “we are all responsible for caring for the Ocean” (NOAA, Ocean literacy: the essential principles and fundamental concepts of Ocean sciences for learners of all ages. NOAA, Washington, DC, 2020, p. 11). Yet, marine education and access to Ocean Literacy (OL) opportunities remain limited, at best, for Black and Brown and/or low-income communities. Children in these communities, as a result, may feel little sense of connection to the Ocean and even less sense of agency when it comes to enacting change to improve Ocean health. Thus, if we wish for everyone to become Ocean literate, we must purposefully reach audiences who have been historically marginalized, including low-income students and those of color. This mixed-method study explores how students in predominantly Black, Brown, and low-income urban communities developed shifting perspectives of their local waterways and gained a deeper connection and care for their Ocean. Findings suggest OL opportunities need to: discuss the importance of local and distant waterways, provide opportunities to make deeper connections to local waterways, and develop a call to action that empowers students to think critically about their local waterways. In addition, researchers call attention to the lack of change after just one round of OL opportunities, recommending that OL become a consistent and on-going part of students’ education to ensure sustained shifts in OL, contributing to a diversified Ocean workforce and marine education field.

Coastal and Marine Education in Schools: Constraints and Opportunities Created by the Curriculum, Schools, and Teachers in England

This analysis aims to examine the current picture of maritime manpower in the Greek registered and owned fleet, as it has been formed during the post-war years. This objective entails the analysis of the current supply and demand for seafarers, the estimation of any shortfalls and their confrontation. Moreover, this study further investigates the contributory factors of the present employment trends, which simultaneously constitute special problems of the sea manpower of the Greek owned fleet and attempt some recommendations. In the context of the above mentioned objective, this analysis emphasizes issues such as recruitment, marine education and wastage. Furthermore, special consideration is given to the significance of labour costs for the development of the Greek owned fleet, particularly to subjects such as the various ways of reducing manning costs and their repercussions on the employment of Greek seamen. Finally, this analysis examines the trends of the state shipping policy concerning labour issues and proceeds to some recommendations.

Full Mission Marine Simulator (FMMS) is a fully immersive Visual Reality (VR) System for marine education and training and is valuable and effective for fostering the qualified and competent seafarer. However, many problems, such as limited accessibility, high expenditure, and difficult maintenance etc, limit their pervasive use. Then we developed a partially immersive Desktop Marine Teaching System (DMTS) based FMMS which is low cost and easy to maintenance. Furthermore, one Web-based Marine Training Environment (WMTE) is proposed, which fully combining web technology, high fidelity simulation, and e-learning tools to create a more cost-effective and flexible training environment. In this paper, FMMS, DMTS and WMTE are combined together and supplemented each other to a multi-level VR system in the whole marine training process. Experimental results demonstrated that the multi-level VR system can provide a consistent and more effective medium for improving marine education and training.

Developing countries, despite being the major suppliers of maritime manpower, lag in their future-proof competence development. This study explores whether the current maritime education and training (MET) practices for marine engineering education in a developing nation are perceived as sufficient by the early-stage marine engineers. The current competence requirements set by the Standards of Training, Certification and Watchkeeping for Seafarers (STCW’74 as amended) are compared and contrasted against the current MET practices as well as the future needs for remotely controlled autonomous ship operations. Bangladesh, a maritime nation in the Southeast Asia region was selected as a developing nation for this study. An online survey was conducted among early-stage professional marine engineers. The analysis of 62 valid responses revealed that current MET practices are significantly perceived to be satisfactory for acquiring non-technical competencies, such as being proficient in the English language, but are less satisfactory for instilling technical competencies such as of electrical and electronics, knowledge regarding seaworthiness of ships, as well as medical first aid. In addition, the findings highlight the perceived gaps in existing marine engineering education as well as the need for future studies focused on re-training the future maritime workforce that could potentially improve MET strategies and practices in the developing nations.