A program of the Lawrence Hall of Science that seeks to increase ocean literacy through informal and formal education initiatives
Marine Activities, Resources & Education

WHOI News

WHOI Selected for Bicycle Friendly Business Award

The League of American Bicyclists recognized the Woods Hole Oceanographic Institution (WHOI) with a Silver Bicycle Friendly Business award, which acknowledges efforts by the Institution that promote cycling to help ease traffic congestion, reduce greenhouse gas and pollution emissions, and encourage a healthy lifestyle among its employees.

WHOI Hosts Public Event Celebrating the 40th Anniversary of the Discovery of Deep-Sea Hot Springs

The discovery of lush communities of deep-sea life at thermal springs on the seafloor in 1977 forever changed our perception of where and how life could exist on Earth. Ocean Explorer Robert Ballard will be keynote speaker at a free public forum, hosted by the Woods Hole Oceanographic Institution (WHOI) as part of the Morss Colloquia series.

WHOI Scientist Selected 2017 Recipient of Walter Munk Award

The Oceanography Society proudly announces that Dr. Andone C. Lavery has been selected as the 2017 recipient the Walter Munk Award for Distinguished Research in Oceanography Related to Sound and the Sea. Dr. Lavery is an Associate Scientist with Tenure in the Department of Applied Ocean Physics & Engineering at the Woods Hole Oceanographic Institution.

New Technique Offers Clues to Measure Ocean Deoxygenation

The living, breathing ocean may be slowly starting to suffocate. More than two percent of the ocean’s oxygen content has been depleted during the last half century, according to reports, and marine “dead zones” continue to expand throughout the global ocean. This deoxygenation, triggered mainly by more fertilizers and wastewater flowing into the ocean, pose a serious threat to marine life and ecosystems.

Margaret Tivey to Become New Vice President and Dean of Academic Programs at WHOI

Dr. Margaret K. (Meg) Tivey has been selected as the next Vice President and Dean for Academic Programs at Woods Hole Oceanographic Institution (WHOI). Tivey will oversee all academic programs at WHOI, which include the MIT/WHOI Joint Program (JP) in Oceanography/Applied Ocean Science & Engineering for graduate students, postdoctoral and undergraduate programs, and the graduate-level Geophysical Fluid Dynamics Program. Tivey has served since August 2010 as Associate Dean of Academic Programs and will transition to dean on Nov. 1, 2017.  

Presentations

MARE is always presenting on ocean sciences education. Check out our recent conference presentations!

Presentations on Ocean Sciences Sequence

“Teaching an Inquiry-based Ocean Sciences Curriculum Sequence for grades 3–5.” Halversen, C, Strang, C. National Marine Educators Association (NMEA) Conference, July 2011
This presentation will introduce the newly-published Ocean Sciences Curriculum Sequence for grades 3-5 and will focus on strategies for teaching this curriculum.

“An Ocean Sciences Curriculum Sequence for Grades 3–5.” Halversen, C., Weiss, E. (Short Course.) National Science Teachers Association (NSTA), March 2011, San Francisco
The Ocean Sciences Sequence provides teachers with tools for bringing ocean sciences to life for their students. This short course introduced the Ocean Literacy Scope & Sequence and then immersed participants in inquiry-based activities from the Ocean Sciences Sequence that they could take back to share with their students and colleagues.

“Dive Into Ocean Literacy with the NEW GEMS Ocean Sciences Sequence for Grades 3–5.” Halversen, C. (Commercial Workshop for Carolina Curriculum Pubs.) National Science Teachers Association (NSTA), March 2011, San Francisco
This presentation introduced the newly-published Ocean Sciences Curriculum Sequences for grades 3-5 to an audience of science teachers from around the country.

Presentations on Ocean Literacy and Scope & Sequence

“U.S. Ocean Literacy Campaign: Leading the way for Pacific nations, Australia, China, Fiji and Japan.” Strang, C. California and the World Ocean Conference, September 2010, San Francisco
This presentation was part of a panel titled “Engaging Scientists and Educators in Ocean Literacy” and discussed the dissemination of the Ocean Literacy Scope & Sequence to Pacific nations.

“Ocean Literacy Scope & Sequence Update and Next Steps.” Strang, C., D. Payne, S. Schoedinger, P. Tuddenham, L. Whitley. National Marine Educators Association (NMEA) Annual Conference, July 2010, Gatlinburg, Tennessee
This presentation focused on the progress of the Ocean Literacy Scope & Sequence.

“Practical Applications of the Ocean Literacy Principles Scope and Sequence.” Halversen, C., S. Schoedinger, C. Strang, and L. U. Tran. National Science Teachers Association (NSTA), March 2010, Philadelphia
This presentation focused on classroom applications of the Ocean Literacy Scope & Sequence.

Presentations on College Courses

“The Communicating Ocean Sciences Network: Universities, Oceanographic Institutions, Science Centers, Aquariums, and Schools Working Together to Improve Education and Public Outreach Efforts.” Skene, J.A., C. Halversen, and L.U. Tran. European Geosciences Union General Assembly (EGU), Vienna, Austria, April 2011.
This was a poster presentation and round-table discussion to share the COSIA course with European universities and research institutions.

“Communicating Ocean Sciences (COS/COSIA) Program.“ Halversen, C. California and the World Ocean Conference. September 2010, San Francisco
This presentation was part of a panel titled “Engaging Scientists and Educators in Ocean Literacy” and discussed the Communicating Ocean Sciences (COS) and Communicating Ocean Sciences to Informal Audiences (COSIA) college courses.

“Communicating Ocean Sciences to Informal Audiences and SMILE.” Halversen, C., and J. Rosenberg. American Association for the Advancement of Science (AAAS), Climate Literacy Conference, February 2010, San Diego, CA.
This presentation focused on the college course Communicating Ocean Sciences to Informal Audiences (COSIA), and the posting of activities developed for COSIA on SMILE (howtosmile.org), an online database of science and math activities.

“The Impacts of COS K-12 and COSIA on Future Scientists.” Randol, S. Ocean Sciences Meetings, February 2010, Portland, OR
This presentation addressed the effect of two COSEE-related courses, Communicating Ocean Sciences (COS) and Communicating Ocean Sciences to Informal Audiences (COSIA), on college students’ careers.

Presentations on Reflecting on Practice

“Reflecting on Practice: Professional Development for Informal Science Educators.” Tran, L., Halversen, C., Friesen, E. National Science Teachers Association (NSTA), March 2011, San Francisco
This presentation focused on the Reflecting on Practice program, a grant program funded by the Institute of Museum and Library Sciences (IMLS) which provides professional development to educators at informal science education institutes.

“Institution-wide Professional Development; Supporting the Growth of Informal Educators.” Tran, L. U., Halversen, C., Friesen, E., Rowe, S., Bader, D., and Evans, K. Association of Science-Technology Centers (ASTC), October 2009, Ft. Worth, Texas.
This presentation focused on the Institute of Museum and Library Sciences (IMLS) Museum Educators Reflecting on Practice program which was built upon pedagogical components of the Communicating Ocean Sciences (COS) program.

Presentations on ¡Youth and the Ocean!

“Supporting Identification with Science Through Student Directed Research Projects.” Visintainer, T., Chi, B. American Education Research Association (AERA) Conference, April 2011, New Orleans
This research explores students’ progressions along trajectories of developing interest in, and identification with, science (or not) as they participate in an inquiry-based geoscience program. Findings suggest there are links between identification as a scientist, agency to do science, and participation in the research camp.

“Creating 'Spaces': Shaping Informal Media-, Arts-, Culture-, and Science-Based Learning Environments.” Visintainer, T., Chi, B. American Education Research Association (AERA) Conference, April 2011, New Orleans
This research explores the structures that mentors set up at a marine science research camp and the opportunities these structures afforded the middle school camp participants. The research examined the ways that students talked about camp-specific components that led to statements of agency and identification with science. An overarching theme that emerged was a feeling of authenticity in the skills students learned and the investigations they conducted. Scaffolding the scientific process provides students with a sense of agency to "do" science.

“The Effect of Participation in a Research-Based Program on Student Understanding of How to Gather and Use Evidence to Support Explanations.” Visintainer, T. American Education Research Association (AERA) Conference, April-May 2011, Denver
This study explores the effect of a field-based marine science research experience, during which students design and conduct their own experiments, on students’ understanding of how to gather evidence and use evidence to support explanations, as well as the science identities participants develop and their utilization of science knowledge.

“Practicum-based Science & Literacy Academy.” Weiss, E. National Science Teachers Association (NSTA), March 2011, San Francisco
Participants learned about a reflective, practicum- and coaching-based model of professional development that integrates science and literacy instruction.

“Youth and the Ocean! (¡YO!): An Academic Achievement and Research Program for Underrepresented Middle School Students.” Weiss, E. National Science Teachers Association (NSTA), March 2010, Philadelphia, PA
This presentation focused on ¡YO!, an NSF-funded program for middle school students and teachers, as a model for building STEM programming for underrepresented students.

Presentations on Seeds of Science/Roots of Reading

“Seeds of Science/Roots of Reading: Integrating Science and Literacy at the Elementary Level.” Halversen, C., Strang, C. National Marine Educators Association (NMEA) Conference, July 2011
This presentation introduced the Seeds of Science/Roots of Reading curriculum for grades 2-5 which teaches essential science understandings while building a full range of literacy skills.

“Seeds of Science/Roots of Reading, Aquatic Ecosystems.” Halversen, C., Goss, M. (Pre-conference Workshop.) National Science Teachers Association (NSTA), March 2011, San Francisco
This presentation introduced the newly-published Aquatic Ecosystems Life Science unit for grades 4-5 in which students learn about ecosystems including the flow of energy and matter in ecosystems, and human impact on ecosystems.

Presentations on Professional Development Topics

“Development of Programs for Communicating Science by Networking Knowledge Beyond Institutions—The Case of Lawrence Hall of Science.” Tsuzuki, A., Strang., C. Fujita, Y., Imamiya, N., Hirai, K. Suzuki, M. The 16th Forum for Studies in Higher Education, Kyoto University, Kyoto Japan, March 2011
This presentation describes efforts in Japan to develop ocean sciences education programs that reflect the pedagogy and approach of programs from the Lawrence Hall of Science. The presentation focuses on the Learning Cycle, on curriculum development for K-12 and college audiences, and on program implementation strategies.

“Strategies for Effective Education and Public Outreach: Climbing the Ladder of Scientist Success.” COSEE Town Hall presentation at the American Geophysical Union (AGU) Meetings, San Francisco, Dec 2010.
This was a presentation and discussion for scientists at AGU on how to enhance their networking, teaching, and professional skills.

“The role of discourse as students make meaning of science concepts.” Pedemonte, S., Weiss, E. National Science Teachers Association (NSTA), March 2011, San Francisco
In this presentation, participants explored the role of discourse in building student conceptual understanding and how educators can promote or hinder learning conversations in teaching.

“What’s that?: An inquiry-based approach to squid dissections.” Griffen, E., Pedemonte, S. National Science Teachers Association (NSTA), March 2011, San Francisco
This presentation focused on incorporating the elements of scientific inquiry and science processing skills into classroom dissections, increasing student engagement while addressing life science content standards.

“Teaching scientific observation skills in the early Elementary classroom.” Pedemonte, S., Weiss, E. California Science Teachers Association (CSTA), October 2011, Sacramento
In this presentation, participants built a model pond while exploring the use of evidence-based talk, notebooking, and drawing to guide the development of scientific observation skills in early elementary students.

“An Inquiry based approach for conceptual understanding.” Pedemonte, S., Apostol, N. National Marine Educators Association (NMEA), July 2009, Monterey
This presentation focused on how science teachers can use a focus on inquiry methods and science processing skills to teach their students science concepts.