Interdisciplinary Journal of Environmental and Science Education

Interdisciplinary Journal of Environmental and Science Education, 2021 - Volume 17 Issue 2, Article No: e2234
https://doi.org/10.21601/ijese/9336

Published Online: 01 Jan 2021

Views: 177 | Downloads: 93

Greece is located at the southeastern edge of the European Union, surrounded by coastline that reaches 18 thousand kilometers. This study aims to analyze educational material, the textbooks used in secondary education - Gymnasium - to determine whether students and future citizens of the country are taught in depth issues related to Marine Biology. Analyzing content, applying biophilic typology and recording observations, reveals several positive points and weaknesses that require improvements. The analysis recognizes the need for a more organized approach to Marine Biology issues, to be more actively integrated into teaching.

Marine Biology Secondary Education Textbook Greece

• Arvanitidis, C. (2018). The marine biodiversity of Greece. The Nature, Hellenic Society for the Protection of Nature, 159-160. [Greek text].
• Berelson, B. (1952). Content analysis in communication research. New York: Free Press.
• Boubonari, T., Markos, A., & Kevrekidis, T. (2013). Greek pre-service teachers’ knowledge, attitudes, and environmental behavior toward marine pollution. The Journal of Environmental Education, 44(4), 232-251. doi: 10.1080/00958964.2013.785381.
• Burgess, D. J., & Mayer-Smith, J. (2011). Listening to children: Perceptions of nature. The Journal of Natural History Education and Experience, 5, 27-43.
• Chapman, R.L. (2013). Algae: the world’s most important “plants”—an introduction. Mitig Adapt Strateg Glob Change, 18, 5–12. doi:10.1007/s11027-010-9255-9.
• Donert, K., Fauville, G., Gotensparre, S., Mäkitalo, Å., Van Medegael, L., & Zwartjes, L. (2015). Review of marine formal education, EU Sea Change Project. Retrieved from https://bit.ly/3pgxsCk
• Earle, S. A. (1995). Sea change: A message of the ocean. New York: Putnam.
• Fauville, G., Copejans, E., & Crouch, F. (2013). European marine educators, unite! Europe’s quest for a more ocean-oriented society and economy. The Marine Biologist, 1, 30-31.
• Fauville, G., McHugh, P., Domegan, C., Mäkitalo, Å., Møller, L., Papathanassiou, M., Chicote, C., Lincoln, S., Batista, V., Copejans, E., Crouch, F., & Gotensparre, S. (2018). Using collective intelligence to identify barriers to teaching 12–19 year olds about the ocean in Europe. Marine Policy, 91, 85-96.
• Hellenic Phycological Society. (2008). A dip, a look at the water gardens. Knowing the algae, ΗEL.P.S: Athens. [Greek text].
• Hellenic Statistical Authority (2018). Hellas with numbers-July-September 2018, Retrieved from https://bit.ly/34AuJMq [Greek text].
• Karpudewan, M., & Khan, A.M.S.N. (2017). Experiential-based climate change education: fostering students’ knowledge and motivation towards the environment. International Research in Geographical and Environmental Education, 26(3), 207-222. doi: 10.1080/10382046.2017.1330037
• Katsaros, N.A., & Stasinakis, P.K. (2020). Using Aipotu simulation to promote evolution learning and teaching. Biochemistry and Molecular Biology Education, 48, 433-435. https://doi.org/10.1002/bmb.21385
• Kellert, S. R., & Westervelt, M. O. (1983). Children’s attitudes, knowledge and behaviors toward animals: Phase V. United States Department of the Interior Fish and Wildlife Service.
• Kim, J.-M., Anderson, D., & Scott, S. (2013). Korean elementary school students’ perceptions of relationship with marine organisms. Asia-Pacific Forum on Science Learning and Teaching, 14(2). Retrieved from http://bit.ly/3mI9tKA
• Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior?. Environmental Education Research, 8(3), 239–260.
• Kvist, S., Montanari, S.A., Yi, H., Fuks, B., & Siddall, M.E. (2011). Teaching biodiversity & evolutionary biology in a North American marine coastal environment. The American Biology Teacher, 73 (2), 72–77. doi:10.1525/abt.2011.73.2.4.
• Liarakou, C (2008). Why protect endangered species? Analysis of the approaches adopted by the students of Gymnasium of Samos for the protection of the jackal. Pedagogical currents in the Aegean, 3, 94-105. Retrieved from https://goo.gl/5wwqGD. [Greek text].
• Linsky, C.L. (2017). “Sure, I can read an ocean book:” Teacher’s Misconceptions About Ocean Literacy’. Current: The Journal of Marine Education, 31 (1), 11-15.
• Longo, S.B., & Clark, B. (2016). An ocean of troubles: Advancing marine sociology. Social Problems, 63(4), 463-479.
• Mavrikaki, E., Gouvra, M., & Kabouri, A. (2016a). Textbook - biology for a-class of gymnasium. Athens: Institute of Computer Technology and publications Diofados.
• Mavrikaki, E., Gouvra, M., & Kabouri, A. (2016b). Textbook - biology for b- & c- class of Gymnasium. Athens: Institute of Computer Technology and publications Diofados.
• Mironaki, A. (2016). The marine biology as word and image in the curriculum and textbooks for primary and secondary education: an interdisciplinary teaching approach. PhD thesis, University of the Aegean, Faculty of Humanities, Department of Pre-school Education and Educational Design, Retrieved from https://www.didaktorika.gr/eadd/handle/10442/39231. [Greek text].
• Sakurai, R., Uehara, T., & Yoshioka, T. (2018). Students’ perceptions of a marine education program at a junior high school in Japan with a specific focus on Satoumi. Environmental Education Research, 25(2), 222-237. doi: 10.1080/13504622.2018.1436698.
• Stasinakis, P. K. (2009). Knowing the algae, the leaf - environmental sensitivities. Hellenic Society for the Protection of Nature, 8, 4-10. [Greek text]
• Stasinakis, P.K., & Koliopoulos, D. (2009). Analysis of biology textbooks in secondary education: The case of plant and animal nutrition. Science and Technology Issues in Education, 2(1-2), 103-125. Available online at: http://bit.ly/2SFNQOn, Last accessed February 8, 2020. [Greek text]
• Stasinakis, P., & Athanasiou, K. (2016). Investigating Greek biology teachers’ attitudes towards evolution teaching with respect to their pedagogical content knowledge: suggestions for their professional development. Eurasia Journal of Mathematics, Science & Technology Education, 12(6), 1605-1617, doi: 10.12973/eurasia.2016.1249a.
• Stasinakis, P. (2016). The characteristics of biology, as a challenge for the using of ICT in biology teaching. Neos Paidagogos, 7, 172-187, ISSN: 2241-6781. [Greek text]
• Stasinakis, P.K., & Kampourakis, K. (2018). Teaching evolution in Greece. In H. Deniz, L. Borgerding (Eds.), Evolution Education Around the Globe, Dordrecht: Springer, eBook ISBN: 978-3-319-90939-4, Hardcover ISBN: 978-3-319-90938-7, doi: 10.1007/978-3-319-90939-4.
• UH (2018). 3rd National Report on the implementation of Directive 92/43/EEC. Retrieved from http://bit.ly/2OCff2l. [Greek text].
• Van Bressem, M.-F., Alfaro-Shigueto, J., Geysen, K., Onton, K., Vega, D., Chavez-Lisambart, L., & Van Waerebeek, K. (2006). Dolphins and children: A blueprint for marine environmental education in Peru. Applied Environmental Education and Communication, 5, 183-191.
• Van den Born, P. J. G., Lenders, R. H. J., De Groot, W. T., & Huijsman, E. (2001). The new biophilia: An exploration of visions of nature in Western countries. Environmental Conservation, 28(1), 65-75.
• Voukelatou, G. (2019). The contribution of experiential learning to the development of cognitive and social skills in secondary education: A case study. Education Sciences, 9, 127. doi: 10.3390/educsci9020127
• Voultsiadou E., Gerovasileiou V., & Dailianis, T. (2013). Extinction trends of marine species and populations in the Aegean Sea and adjacent ecoregions. pp. 59 - 74 in CIESM Workshop Monograph n°45 [F. Briand, ed.] Marine extinctions - patterns and processes, 188 p., CIESM Publisher, Monaco.

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.