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 Research Engineer Selected for NASA Astronaut Program

Research Engineer Loral O’Hara was introduced today at Johnson Space Flight Center as a member of NASA’s most recent class of astronauts. O’Hara was one of just 12 to be selected from an applicant pool of more than 18,300—the largest number NASA has ever received.

Finding New Homes Won't Help Emperor Penguins Cope with Climate Change

Unlike other species that migrate successfully to escape the wrath of climate change, a new study shows that dispersal may help sustain global Emperor penguin populations for a limited time, but, as sea ice conditions continue to deteriorate, the 54 colonies that exist today will face devastating declines by the end of this century.

More Frequent Extreme Ocean Warming Could Further Endanger Albatross

As Earth warms due to human-caused climate change, extreme climatic events like heat waves, droughts, and spikes in ocean temperatures have increased and are projected to become even more common by the end of this century. To assess impacts to albatrosses, Jenouvrier and her coauthors examined sea surface temperature data and records of extreme warming events since 1978 on albatrosses breeding at Kerguelen Island.

Publications

Check out MARE’s newest articles on ocean sciences education!

Farrington, J.W. and Feder, M.A., Editors, Committee for the Review of the NOAA Education Program. (2010). NOAA's Education Program: Review and Critique. National Resource Council.

MARE Director Craig Strang served on the Committee for the Review of the NOAA Education Program in this 2010 review and critique of NOAA's efforts to educate the public about the ocean, coastal resources, atmosphere and climate. 

 

Ocean Literacy Articles

Strang, C. & Tran, L.U. (2010). Introduction. NMEA Special Report #3: The Ocean Literacy Campaign, March, 2.

This article is an introduction from the editors of the NMEA Special Report on the Ocean Literacy Campaign featuring the Ocean Literacy Scope and Sequence.

 

Schoedinger, S., Tran, L.U., & Whitley, L. (2010). From the Principles to the Scope and Sequence: A brief history of the Ocean Literacy Campaign. NMEA Special Report #3: The Ocean Literacy Campaign, March, 3-7.

This article provides a brief history about the collaborative and grassroots efforts of making the two essential documents in the Ocean Literacy Campaign: the Ocean Literacy Principles and the complementary Ocean Literacy Scope and Sequence. The article is part of the NMEA Special Report on the Ocean Literacy Campaign featuring the Ocean Literacy Scope and Sequence.

 

Halversen, C. & Tran, L.U. (2010). Scientist and educator partnerships and Ocean Literacy: Creating a new community of practice. NMEA Special Report #3: The Ocean Literacy Campaign, March, 17-21.

This is an article about partnerships between scientists and educators that have been created through various activities in the Ocean Literacy Campaign, and how these partnerships may be creating a new community of practice for scientists and educators to work in. The article is part of the NMEA Special Report on the Ocean Literacy Campaign featuring the Ocean Literacy Scope and Sequence. 

 

Tran, L.U., Payne, D., & Whitley, L. (2010) Research on Learning and Teaching Ocean and Aquatic Sciences. NMEA Special Report #3: The Ocean Literacy Campaign, March, 22-26.

This article summarizes two literature reviews on research on children’s understanding of ocean sciences. The article is part of the NMEA Special Report on the Ocean Literacy Campaign featuring the Ocean Literacy Scope and Sequence.

 

Strang, C., DiRanna, K., & Topps, J. (2010). Developing the ideas of Ocean Literacy using Conceptual Flow Diagrams. NMEA Special Report #3: The Ocean Literacy Campaign, March, 27-30.

This article provides a theoretical framework for the Ocean Literacy Scope and Sequence. The Scope and Sequence is an educational tool that complements the Ocean Literacy Principles, and was created by the Ocean Literacy community to provide formal and informal educators and curriculum and program developers with a “roadmap” that helps them build coherent and conceptually sound learning experiences for students from Kindergarten through 12th grade.

 

College Courses Articles

Halversen, C. & Tran, L.U. (2010). Communicating Ocean Sciences to Informal Audiences: A scientist-educator partnership to prepare the next generation of scientists. The New Educator.

This article is an invited paper for a special issue, “Science Teachers Educated in Partnerships,” of The New Educator. The article reports on the successes, challenges, and impacts of creating partnerships between scientists and educators as a result of the Communicating Ocean Sciences courses, a major initiative of COSEE CA that has Network-wide impacts.

 

Tran, L.U. and C. Halversen. (2010). Helping Young Scientists Learn and Practice Public Engagement. ASTC Dimensions, November/December 2010. 

This article describes the Communicating Ocean Sciences courses in response to a call from the editor for contributions about how science centers can foster positive interactions, trust, and good communication between scientists and the public.

 

St. John, M., M. Phillips, A. Smith, P. Castori. (2009). Communicating Ocean Sciences to Informal Audiences (COSIA): Final Evaluation Report. Inverness Research Associates, March 2009.

This is the final evaluation report and case studies of the Communicating Ocean Sciences to Informal Audiences (COSIA) college course, which was prepared by the external evaluation team of Inverness Research Associates.

 

Nevala, A. New class helps grad students communicate with the public. Woods Hole Oceanographic Institution.

This article highlights the involvement of graduate students from Massachusetts Institute of Technology (MIT)/ Woods Hole Oceanographic Institute (WHOI) graduate program of oceanography who are learning to become "more effective at conveying their oceanographic world" through the Communicating Ocean Sciences course.

 

Articles on MARE in Schools

"Park School has hats full of love for ocean," by Joyce Kleiner. Mill Valley Herald, April 13, 2011.

This article from the local Mill Valley, California newspaper describes Park Elementary School's Spring 2011 "Ocean Week," their version of an Ocean Immersion, complete with an appearance from the Banana Slug String Band and a habitat hat parade!

 

Apostol, N. (2009) MARE Trains Teachers to Become Inquiry-Based Marine Science Education Leaders. Southwestern Marine & Aquatic Educators Association Newsletter, Spring 2009.

This article provides highlights from the 2009 MARE Summer Leadership Institute, which immerses educators in ocean sciences content, pedagogy, and literacy integration as science teachers learn to become MARE site leaders at their school or institution. 

 

Articles from Current, the Journal of the National Marine Educators Association

Imamiya, N., C. Strang. (2009) American Innovation, Japanese Implementation: Using MARE to Increase Ocean Literacy in Japan; Current: The Journal of Marine Education Winter 2009.

The MARE Program of Lawrence Hall of Science, COSEE California, has been adapted and replicated in Japan through a partnership between Lawrence Hall of Science and the Center for Marine Learning in Okinawa, Japan.

 

Strang, C. (2009) Education for Ocean Literacy and Sustainability: Learning from Elders, Listening to Youth. Current: The Journal of Marine Education Winter 2009.

The author delivered the keynote address at the International Pacific Marine Educators Network Conference in Townsville, Australia. This article is the slightly modified text of that address, and describes the work of the US Ocean Literacy Campaign.

 

Strang, C., Decharon, A., & Schoedinger, S. (2007). Can You Be Science Literate Without Being Ocean Literate? Current: The Journal of Marine Education Winter 2007.

This article relates to COSEE CA’s efforts in the Ocean Literacy Campaign. The article discusses how the Ocean Literacy Campaign is changing the way educators and the public think about ocean sciences education, and discusses how teaching ocean sciences is not just enrichment, but is essential to science literacy.

 

Cava, F., S. Schoedinger, C. Strang, P. Tuddenham. (2005) Science Content and Standards for Ocean Literacy: A Report on Ocean Literacy. Current: The Journal of Marine Education Fall 2005.

This article relates to COSEE CA’s efforts in the Ocean Literacy Campaign. The purpose of this report is to give an historic overview of progress to promote ocean literacy in our classrooms; it highlights previous ocean literacy projects and shows how they have merged to provide a community vision for ocean literacy.