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Fantasy Or Fiction , Volumesociety or collective redistirbution of any portion of this article by photocopy machine, reposting, or other means is permitted only with the approval of The Oceanography Society. Send all correspondence to: [email protected] ofor Th e The to: [email protected] Oceanography approval Oceanography correspondence all portionthe Send Society. ofwith any permitted articleonly photocopy by Society, is of machine, reposting, this means or collective or other redistirbution article has This been published in SPECIAL IssUE FEATURE Oceanography Fantasy or Fiction journal of The 21, NumberOceanography 3, a quarterly Society. , Volume Waking Up to the Public’s Lack of Understanding BY ELLEN PRAGER C opyright 2008 by The 2008 by opyright Oceanography Society. A ll rights reserved. P ermission is granted to copy this article for use in teaching and research. article use for research. and this copy in teaching to granted is ermission ONCE UPon A TIME, in a land ignorance, and even worse, indifference, all but a few, including the educator faraway, there was a society in which about the environment and, specifically, in the bunch, explained or agreed that P people understood and were excited the ocean. They were a diverse group of global warming is due to sun shining O Box 1931, about science, especially ocean science. individuals in terms of ethnicity, afflu- through the ozone hole. “Nooooooo!” R I first dreamed of this place a few years ence, and education; they were brought That’s me knocking my head on the wall ockville, R epublication, systemmatic reproduction, reproduction, systemmatic epublication, ago as I sat behind a wall of one-way together by an ocean-related industry to behind the glass. Several people said M glass watching as group after group of assess their responses to and understand- they did not think that the environment D 20849-1931, coastal residents participating in a mar- ing of certain environmental and ocean affected them personally and, while keting research activity revealed their issues. My horror reached a peak when many of the individuals present were U S A . 66 Oceanography Vol.21, No.3 The Monterey Bay Aquarium show- cases the ocean’s wonders and provides an effective vehicle to reach the public. Photo courtesy of Mike Quigley aware of ocean issues, they had little enthusiastically suggested that overfish- this high-level news representative is an knowledge or understanding of the sci- ing and fisheries decline were excellent example of the media “gatekeepers” who ence involved. topics for coverage, given their relevance control what is and is not covered by Several years later I once again to everyday life in terms of health, the major media outlets and in the medium longed for that far off world of ocean economy, and jobs. The network execu- from which, I am sorry to say, most science understanding. I was in New tive’s response was, as I remember it, members of the public get their science York discussing a potential partner- “Fish? There’s a problem with fish? When and technology information—television ship with a major television network to I go to the market, there are plenty of (National Science Foundation, 2008). cover ocean- and earth-science stories. I fish.” That deal was not to be done. Sadly, These are not extreme cases, rather Oceanography September 2008 67 BOX 1. BECOME A STAKEHOLDER IN K-12 EdUCATIon By Sarah Schoedinger, National Oceanic and Atmospheric Administration, Office of Education MUCH of WHAT IS TAUGHT content and skills. Furthermore, the cur- curriculum is overburdened, so the today in K–12 schools across the United riculum lacks coherence across, and even answer is not to add more standards States is driven by local or state stan- within, grade levels. and testing requirements to address our dards and even more so by the required These large challenges will not be parochial interests. Rather, work with tests that assess students’ proficiency in solved through a single course of action the teachers, the science coordinators, math, reading, and science. In theory, at one level in our decentralized edu- and the superintendents to figure out holding school-system decision makers cational system. So, what can members how oceanography, which provides a and practitioners accountable for student of the oceanography community offer? real-world context for integrating core learning is a good idea. In practice, it Become a more active stakeholder in the concepts in biology, chemistry, and is an educational disaster in the mak- system. Get engaged in decision making physics, can help them keep their stu- ing because the tests generally do not about K–12 education at local and/or dents engaged in acquiring the scientific assess the knowledge and skills that state levels. Partner with K–12 teach- knowledge and skills that will serve them really matter—understanding the nature ers and/or schools to provide access to and our society well now and in the of scientific endeavor and the applica- the world of oceanography—the data future (for more ideas, see Feller, 2008). tion of core content knowledge using and information, the research tools, critical-thinking skills. Additionally, and probably, most importantly, the REFERENCE our K–12 science curriculum today is “a real-world experiences that got most Feller, R.J., C.R. Lotter, and J.E. Singer. 2008. An awak- ening (Part II): How you can help science educa- mile wide and an inch deep” in terms of of us interested in the field. The K–12 tion. Oceanography 21(2):68–71. they illustrate well the unfortunate people’s knowledge of ocean-related wealth. The public includes our political reality of the world in which we live. terms and their ability to answer five representatives who decide how the Research shows that although many basic, multiple-choice, ocean-science nation invests its federal and state dol- people may be aware of ocean and envi- questions. Less than one-third of those lars and what our governing policies ronmental issues, they don’t understand sampled knew what the term bycatch should be. Members of the public sit on the science involved (AAAS, 2005; meant, and overall the results were school boards, deciding what is and is Coyle, 2005; NSF, 2008). In one national poor. In a similar study restricted to not taught in our nation’s classrooms. survey about ocean and coastal literacy, Oregonians, only 10% of the coastal Members of the public make up local only some 14% of the people questioned residents and 8% of the noncoastal resi- land and water planning boards, govern- felt they were informed or very well dents could correctly answer basic ques- ing important decisions that affect our informed, 52% said they were somewhat tions about the ocean, fisheries, El Niño, coasts and oceans. The power brokers of informed, and about 33% responded marine life, and upwelling, resulting in industry and the media are part of the that they were not informed (Steel, a median score of about 2.5 or an “F” public as are the world’s great philan- 2006). The same survey then tested by public-school grading standards thropists. The public includes parents (Lach and Steel, 2005). who help determine their children’s Ellen Prager ([email protected]) is The bottom line: the public is failing exposure to the ocean and to science. Chief Scientist, NOAA’s Aquarius Reef Base when it comes to understanding ocean And the students we want to draw into in Key Largo, FL, operated by the University science, and we should be worried, very ocean science careers, or at least educate of North Carolina at Wilmington and a worried. The public is not some nebu- to be ocean literate and caring, are part freelance writer. She is based in Miami. lous body without influence, power, or of the public. The public has enormous 68 Oceanography Vol.21, No.3 Scientists Chris Marten and Niels Lindquist (diver) and Congresswoman Ileana Ros-Lehtinen video conference live with schoolchildren from under the sea in NOAA’s Aquarius undersea research station. Photo courtesy of Bob Care 2006 National Ocean Sciences Bowl com- petitors explore tide pools of the California coast with ocean scientists and educators. Photo courtesy of Mike Quigley power to shape the future of the ocean of problems that include overfishing, for a smaller percentage of the federal and ocean science. habitat loss, nonpoint source pollution, research budget. The excitement of and Today, even more than in the past, harmful algal blooms, invasive spe- investment in ocean exploration and the fact that most of the public has so cies, and climate change. The need for undersea technology development so little understanding of ocean science scientific information to find solutions prevalent in the 1960s and 1970s seems is extremely troublesome, given the to these problems and better manage but a distant dream. chronic underinvestment in ocean our influence on the sea has increased Other careers, many of which are science, the emergence of impacts both in scale and urgency. So, too, has more lucrative and visible, are also now stemming from our long-term use the need for individuals to make wise luring students away from the natural and misuse of the sea, the revolution choices as consumers, voters, and in sciences. For example, with the popular- in information access, and increased behaviors that affect our coasts and ity of television’s CSI, forensic science is competition for students and money. ocean. Today, as a result of chronic now one of the hottest classes on cam- Degradation of the ocean has been underinvestment, much of our ocean pus and in career choices. Over the past occurring since humans first began to science infrastructure is aging and in two decades, we have also experienced exploit its resources; however, over the shamefully poor condition.
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