Evaluating Ocean Literacy of Elementary School Students: Preliminary Results of a Cross-Cultural Study in the Mediterranean Region

A good understanding of the role and function of the ocean seems to be of paramount importance in recent years, constituting the basic tool for the promotion of healthy and sustainable marine environment, and a target area of the 2030 Agenda for Sustainable Development. In this study, the content knowledge of elementary school students (grades 3–6) in regards to ocean sciences issues was examined. A structured questionnaire was administered to 1004 students participating in a cross-cultural study from three Mediterranean countries (Italy, Croatia, and Greece). The results of the study indicated a rather moderate level of knowledge in the total sample, while slight differences were recorded among the three countries revealing common knowledge gains and misconceptions. Rasch analysis was applied to further evaluate the validity of the results, while the influence of certain demographics on students' knowledge level was also investigated. This study concludes with a discussion of the implications on national curriculum development in elementary education level, in order to promote ocean literacy and to ensure protection and conservation of the Mediterranean Sea

Mediterranean Sea Literacy: When Ocean Literacy becomes region-specific

Ocean Literacy (OL) has been defined as an understanding of the ocean’s influence on people and their influence on the ocean. The OL movement was born in the US and its framework consisted of seven essential principles and 45 fundamental concepts; it is now largely accepted worldwide for use in both formal (schools and universities) and non-formal (research institutes, aquaria, museums, etc.) education settings. Based on this framework, marine scientists and educators developed the “Mediterranean Sea Literacy” (MSL) guide adapted to the specificities of the Mediterranean region, presented here. The MSL principles (7) and concepts (43), serving as guidance for research, education, informed decision-making, and improved citizens’ lifestyles, aim to contribute to environmental protection, conservation, and restoration of the Mediterranean Sea as well as to help to achieve a blue innovative and sustainable economy

In situ determination of trace elements in Fucus spp. by field-portable-XRF

publisher: Elsevier articletitle: In situ determination of trace elements in Fucus spp. by field-portable-XRF journaltitle: Science of The Total Environment articlelink: http://dx.doi.org/10.1016/j.scitotenv.2017.03.091 content_type: article copyright: © 2017 Elsevier B.V. All rights reserved

QUEL EST LE NIVEAU DE CULTURE DES OCÉANS DES ÉLÈVES FRÉQUENTANT LES ÉCOLES D'ART ? UNE ÉTUDE DE CAS DANS UN COLLÈGE GREC

International audienceTo achieve the Sustainable Development Goal (SDG) 14 focusing on the ocean, people need to understand the role and function of the ocean and be aware of issues concerning protection and sustainable use of its resources. The Ocean Literacy Framework is now being used worldwide for both formal (schools, universities) and non-formal (e.g. research institutes, aquaria) education settings. The present pilot study aims to this direction by evaluating ocean sciences content knowledge of students attending a middle school of Arts in Greece. A structured questionnaire was administered to 162 students, while the infl uence of certain demographics on students’ knowledge level was also investigated. The results of the study revealed moderate knowledge, which is in line with the limited relevant literature regarding both knowledge gains and misconceptions, and the need for integration of relevant concepts in education to ensure sustainability of the ocean.Pour atteindre l'objectif de développement durable (ODD) 14 axé sur l'océan, les populations doivent comprendre le rôle et la fonction de l'océan et être conscientes des questions concernant la protection et l'utilisation durable de ses ressources. Le cadre d'initiation à l'océan est désormais utilisé dans le monde entier, tant dans le cadre d'activités formelles (écoles, universités) que non formelles (p. ex.). formelle (écoles, universités) et non formelle (par exemple, instituts de recherche, aquariums). La présente étude pilote La présente étude pilote va dans ce sens en évaluant la connaissance du contenu des sciences océaniques des étudiants fréquentant une école intermédiaire d'arts en Grèce. Un questionnaire structuré Un questionnaire structuré a été administré à 162 élèves, tandis que l'influence de certaines données démographiques sur le niveau de connaissances des élèves a également été étudiée. sur le niveau de connaissance des élèves a également été étudiée. Les résultats de l'étude ont révélé un niveau de connaissance modéré, ce qui est conforme à la littérature pertinente limitée concernant les gains de connaissances et les idées fausses, et la nécessité d'intégrer des concepts pertinents dans l'éducation pour assurer la durabilité de l'économie. concepts pertinents dans l'éducation pour assurer la durabilité de l'océan

LC-ICP-MS analysis of arsenic compounds in dominant seaweeds from the Thermaikos Gulf (Northern Aegean Sea, Greece).

The content of total arsenic and arsenic compounds in the dominant seaweed species in the Thermaikos Gulf, Northern Aegean Sea was determined in samples collected in different seasons. Total arsenic was determined by acid digestion followed by ICP-MS. Arsenic speciation was analyzed by water extraction followed by LC-ICP-MS. Total arsenic concentrations in the seaweeds ranged from 1.39 to 55.0 mg kg- 1. Cystoseira species and Codium fragile showed the highest total As contents, while Ulva species (U. intestinalis, U. rigida,U. fasciata) had the lowest Arsenosugars, the most common arsenic species in seaweeds, were found in all samples, and glycerol-arsenosugar was the most common form; however, phosphate-arsenosugar and sulfate-arsenosugar were also present. Inorganic arsenic was measured in seven algae species and detected in another. Arsenate was the most abundant species in Cystoseira barbata (27.0 mg kg- 1). Arsenobetaine was measured in only one sample. Methylated arsenic species were measured at very low concentrations. The information should contribute to further understanding the presence of arsenic compounds in dominant seaweeds from the Thermaikos Gulf