Files
Abstract
The following study details teachers conceptualizations and classroom inclusion of ocean literacy following an intensive marine science professional development program in Hawai`i known as Project ISLE (Integrated Science Learning Experiences). During this two-week program, 12 teachers studied science content and pedagogy concerning volcanology, astronomy, marine biology, island ecology, and conservation. Through qualitative methodologies, eight assertions were formulated from a thematic data analysis. Generally, the teachers personal backgrounds had a large influence on their individual conceptualizations and classroom inclusion of ocean literacy. The participants also placed a high value on their real life experiences in Hawaii, especially those pertaining to ocean life, ocean-human interactions, and the Hawaiian culture. This study furthers the up-and-coming field of ocean literacy and sheds light on the needs of professional development in this area.