Géraldine Fauville

Nerve cells of Xenoturbella bocki (phylum uncertain) and Harrimania kupfferi (enteropneusta) are positively immunoreactive to antibodies raised against echinoderm neuropeptides

The phylogenetic position of Xenoturbella spp. has been uncertain since their discovery in 1949. It has been recently suggested that they could be related to Ambulacraria within Deuterostomia. Ambulacraria is a taxon that has been suggested to consist of Hemichordata and Echinodermata. The hypothesis that X. bocki was related to Ambulacraria as well as the hypothesis of a monophyletic Ambulacraria is primarily based on the analysis of DNA sequence data. We tested both phylogenetic hypotheses using antibodies raised against SALMFamide 1 and 2 (S1, S2), neuropeptides isolated from echinoderms, on X. bocki and the enteropneust Harrimania kupfferi. Both species showed distinct positive immunoreactivity against S1 and S2. This finding supports the Ambulacraria-hypothesis and suggests a close phylogenetic relationship of X. bocki to Ambulacraria. In particular, the presence of immunoreactivity against S2 can be interpreted as a synapomorphy of Enteropneusta, Echinodermata, and Xenoturbella spp

ICT tools in environmental education: reviewing two newcomers to schools

United Nations of Education Scientific and Cultural Organisation’s (UNESCO’s) founding statements about environmental education (EE) in the 1970s positioned it as a multidisciplinary field of inquiry. When enacted as such, it challenges traditional ways of organising secondary school education by academic subject areas. Equally, according to UNESCO, EE requires various forms of integrated and project-based teaching and learning approaches. These can involve hands-on experimentation alongside the retrieval and critical analysis of information from diverse sources and perspectives, and with different qualities and statuses. Multidisciplinary and knowledge engagement challenges are key considerations for an EE curriculum designed to harness information and communication technologies (ICT) to support and enhance student learning, which also challenge traditional instructional priorities that for example are largely based on textbooks. This review summarises research that has sought to integrate ICT and digital tools in EE. A key finding is that while there is a rich variety of such tools and applications available, there is far less research on their fit with and implications for student learning. The review calls for further studies that will provide models of productive forms of teaching and learning that harness ICT resources, particularly in developing the goals and methodologies of EE in the twenty-first century.

Virtual Ocean Acidification Laboratory as an Efficient Educational Tool to Address Climate Change Issues

As the carbon dioxide concentration in the air is increasing, the oceans are changing: they are getting warmer (global warming) and more acidic (ocean acidification). These threats are very likely to have substantial impacts on marine ecosystems and on terrestrial species that depend on the oceans (e.g. human beings). To prevent the most dramatic consequences of such changes to the climate, citizens need to take collective actions. In that respect, education is a key factor to increase our awareness and understanding of climate change. Within the educational project Inquiry-to-Insight (I2I) we have developed, implemented, and tested Information Communication Technology (ICT) tools addressing the climate change issue with high school students.

The Carbon Footprint as a Mediating Tool in Students’ Online Reasoning about Climate Change

The year 2013 marked the release of the fifth Assessment Report from the Intergovernmental Panel on Climate Change. The report judged it extremely likely that human activity is the predominant cause of recent climate change due to an increase in anthropogenic greenhouse gases in the atmosphere (IPCC, 2013).

Ocean Literacy in the Twenty-First Century

An ocean literate person is someone who understands the fundamental concepts about the functioning of the ocean, who is able to communicate about the ocean in a meaningful way and who is able to make informed and responsible decisions regarding the ocean and its resources. Before diving into this book describing inspiring practices aiming at increasing ocean literacy around the world, this introduction will set the scene. This chapter starts by describing the environmental context in which citizens live and what it entails in terms of knowledge and responsible behaviour in relation to the marine environment. Then, a brief history of ocean literacy is provided in order to provide some context to this book. Finally, this introduction concludes with a reflection on the different challenges encountered when teaching about the ocean and the importance to publish initiatives that promote marine education inside and outside of school for citizens of all age.

Development of the International Ocean Literacy Survey: measuring knowledge across the world.

Abstract The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018.

Questions as indicators of ocean literacy: students’ online asynchronous discussion with a marine scientist

ABSTRACT In this article, 61 high-school students learned about ocean acidification through a virtual laboratory followed by a virtual lecture and an asynchronous discussion with a marine scientist on an online platform: VoiceThread. This study focuses on the students’ development of ocean literacy when prompted to ask questions to the scientist. The students’ questions were thematically analysed to assess (1) the kind of reasoning that can be discerned as premises of the students’ questions and (2) what possibilities for enhancing ocean literacy emerge in this instructional activity. The results show how interacting with a scientist gives the students an entry point to the world of natural sciences with its complexity, uncertainty and choices that go beyond the idealised form in which natural sciences often are presented in school. This activity offers an affordable way of bringing marine science to school by providing extensive expertise from a marine scientist. Students get a chance to mobilise their pre-existing knowledge in the field of marine science. The holistic expertise of the marine scientist allows students to explore and reason around a very wide range of ideas and aspect of natural sciences that goes beyond the range offered by the school settings.