Tracing the occurrence of ocean sciences issues in Greek secondary education textbooks

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Published: Mar 31, 2022
DOI: https://doi.org/10.12681/mms.27059
Keywords:
Ocean Literacy Science textbooks Content analysis Secondary education.
ATHANASIOS MOGIAS
Democritus University of Thrace Department of Primary Education Laboratory of Environmental Research & Education
https://orcid.org/0000-0003-2572-3187
THEODORA BOUBONARI
Democritus University of Thrace Department of Primary Education Laboratory of Environmental Research & Education
THEODOROS KEVREKIDIS
Democritus University of Thrace Department of Primary Education Laboratory of Environmental Research & Education
Abstract
This study aims to investigate the presence of ocean sciences issues in Greek secondary education (grades 7-12) science textbooks, in respect of the Ocean Literacy Framework. Content analysis was undertaken concerning both textual and pictorial materials of the Biology, Chemistry, Physics, and Geography – Geology courses. Results revealed that the textbooks under study contain limited and fragmented information with regard to the seven essential principles of the framework, while a comparison with the Ocean Literacy Scope & Sequence evidences inconsistencies.  The suggestions arising from this study could help curriculum designers, textbook authors, marine educators, and marine scientists to cooperate on a wider scale towards the inclusion of ocean literacy topics into national curricula worldwide.
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  • Special Issue Ocean Literacy

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Author Biography
ATHANASIOS MOGIAS, Democritus University of Thrace Department of Primary Education Laboratory of Environmental Research & Education

Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Τομέας Θετικών Επιστημών, Εργαστήριο Περιβαλλοντικής Έρευνας & Εκπαίδευσης 

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