Gulf Literacy: a Marine Science-Based Model of Scientific Literacy

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Gulf Literacy: a Marine Science-Based Model of Scientific Literacy Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1995 Gulf Literacy: A Marine Science-Based Model of Scientific Literacy. John Edward Trowbridge Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Trowbridge, John Edward, "Gulf Literacy: A Marine Science-Based Model of Scientific Literacy." (1995). LSU Historical Dissertations and Theses. 6140. https://digitalcommons.lsu.edu/gradschool_disstheses/6140 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Bach original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 GULF LITERACY: A MARINE SCIENCE-BASED MODEL OF SCIENTIFIC LITERACY A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Curriculum and Instruction by John E. Trowbridge B.S., University of North Carolina at Wilmington, 1976 M.S., University of North Carolina at Wilmington, 1987 December 1995 UMI Number: 9618330 UMI Microform 9618330 Copyright 1996, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 ACKNOWLEDGMENTS A doctoral program does not happen without the support and help of many people. I want to thank my committee members, Dr. Ron Good, Dr. William Pinar, Dr. William Kelso, and Dr. Catherine Cummins. All of these people encouraged me plus gave me a solid course base for my study. My committee chair and major professor, Dr. James Wandersee, helped me chart this course of study and research. He indeed has been "oh captain my captain." With him I learned the ropes, navigation, and how to take the helm and steer within science education. I want to thank all my friends and colleagues especially those who have gone before me. In their wake, a high standard was set for research in science education—another integral part of the doctoral program experience. I worked with many teachers and students who became partners in science education research. Those people who I told would remain anonymous, I am indeed indebted to them for their help and support. Mary Mitchell and Chuck Killibrew of the Department of Environmental Quality responded favorably to a proposal to partially fund this research and booklet production. I am grateful for that help. TABLE OF CONTENTS ACKNOWLEDGMENTS .................................................................. ii LIST OF TABLES ............................................................................. vii LIST OF FIGURES ........................................................................... viii ABSTRACT ........................................................................................ x INTRODUCTION ............................................................................... 1 Definition of Terms ................................................................. 6 Research Questions .................................................................. 7 Limitations ................................................................................ 8 LITERATURE REVIEW .................................................................. 9 Theoretical Base for Research ............................................... 9 Scientific Literacy ......................................................... 9 Current Definitions of Scientific Literacy ............................ 11 Project 2061 ............................................................................ 13 Biological Literacy ................................................................. 14 The Gulf of Mexico and Marine Education .......................... 16 Meaningful Learning .............................................................. 21 Conceptual Change ................................................................. 23 Graphics ................................................................................... 25 Interviewing ............................................................................. 27 METHODS .................. 33 Overview .................................................................................. 33 Gulf Literacy Booklet Development ..................................... 34 Survey Coastal Newspapers’ Archives ........................ 34 Search for Graphics .......................................................35 Interview of Key Marine Scientists and Marine Educators ............................................... 36 Treatment ................................................................................... 36 Subjects ............................................................................ 36 Teacher Preparation ..................................................... 37 Pretreatment Coconstruction of Concept M aps .................... 37 Pretreatment Clinical Interview ............................................ 37 Interview Protocol ....................................................... 38 Posttreatment Clinical Interviews ............................................39 Concept Mapping ................................................................... 39 Posttreatment Coconstruction of Concept M aps ................... 41 Posttreatment Questionnaire ................................................ 42 RESULTS ......................................................................... 43 Model Development ............................................................... 43 Content Analysis of Coastal Newspapers .............................. 43 Corpus Christi Caller .................................................. 43 Times Picayune ........................................................... 43 Mobile Register ........................................................... 45 Tampa Tribune ............................................................ 46 All Cities ...................................................................... 47 Expert Interviews ................................................................... 49 Booklet as the Treatment ...................................................... 50 Pretreatment Interviews ........................................................ 51 General Knowledge of the G ulf ................................. 51 Boundaries ................................................................... 51 Size and Depth of the G ulf ........................................ 51 Concept Estuary ........................................................... 52 Rivers ............................................................................. 52 Recent Information About the G ulf ............................ 52 Environmental Problems ............................................. 53 Personal Connections .................................................. 53 Commercial Fishing ..................................................... 53 Storms ............................................................................ 53 Dead Zones .................................................................. 53 Plankton ........................................................................... 54 Staying Informed About the G ulf .............................. 54 Photograph of a Manatee ........................................... 54 Photograph of a Shrimp Boat .................................... 54 Photograph of a Salt Marsh ....................................... 54 Photographs of a Sand Dune and a Developed Barrier Island .................................. 55 Photograph of a Tern Colony ..................................... 55 Post Teaching Assessment ..................................................... 55 Physical Features ........................................................
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