Tracing the occurrence of ocean sciences issues in Greek secondary education textbooks
Αθανάσιος Μόγιας, Theodora Boubonari, Theodoros Kevrekidis
Abstract
This study aims to investigate the presence of ocean sciences issues in Greek secondary education (grades 7-12) science textbooks, in respect of the Ocean Literacy Framework. Content analysis was undertaken concerning both textual and pictorial materials of the Biology, Chemistry, Physics, and Geography – Geology courses. Results revealed that the textbooks under study contain limited and fragmented information with regard to the seven essential principles of the framework, while a comparison with the Ocean Literacy Scope & Sequence evidences inconsistencies. The suggestions arising from this study could help curriculum designers, textbook authors, marine educators, and marine scientists to cooperate on a wider scale towards the inclusion of ocean literacy topics into national curricula worldwide.