17:15 〜 19:15
[U08-P11] Marine Education in European Blue Schools: Curriculum Analysis and Development Trends in the Decade of Ocean Science Vision
キーワード：Blue School, Ocean Decade, Ocean Education, Ocean Literacy
This study focuses on the European Blue Schools in nine participating countries in the European region, namely France, Italy, Greece, Spain, Portugal, Germany, Belgium, Finland and the United Kingdom. This study will focus on the implementation of the curriculum for the development of marine literacy and competence. Through literature analysis and comparative educational research, the similarities and differences in the integration of ocean issues into the curriculum of different countries are examined.
France emphasizes education on marine ecosystems and biodiversity, and the curriculum includes marine biology, protected area research, and the impact and management of marine pollution. Students learn about the ocean through theory courses, field trips, and hands-on laboratory work; Italy combines the rich history of navigation and maritime culture, including ancient maritime trade and cultural exchanges, and enables students to understand the importance of the sea to human civilization through historical stories; Greece Greece takes advantage of its rich marine resources to offer courses on marine tourism and economy, exploring the balance between tourism development and environmental protection; Spain focuses on marine science and technology and innovation, introducing unmanned submersibles and STEAM, and teaching the application of marine energy, such as wind and tidal energy, which are designed to arouse students' interest in scientific and technological innovations; Portugal focuses on the protection of the marine environment and the sustainable use of resources, and designs courses on marine waste treatment and plastic pollution. Portugal focuses on marine environmental protection and sustainable use of resources, and has designed courses on marine waste disposal and plastic pollution, and students participate in beach cleanups to enhance their environmental awareness; Germany emphasizes interdisciplinary learning, combining physics, chemistry and geography, with a special focus on the impact of climate change on the oceans. Belgium; Finland; UK.
The study found that each country demonstrated unique cultural and geographic specificities in curriculum design, and that each country was effective in enhancing students' ocean literacy. The findings suggest that cross-national cooperation and experience sharing can help improve the overall quality of marine education. Suggestions for the future include strengthening the professional development of teachers, promoting international educational exchanges, and utilizing technology to enhance students' interest in and knowledge of the ocean. This study provides an evidence base for education policy makers to support the continuous improvement of marine education programs to meet the challenges of the global marine environment.
France emphasizes education on marine ecosystems and biodiversity, and the curriculum includes marine biology, protected area research, and the impact and management of marine pollution. Students learn about the ocean through theory courses, field trips, and hands-on laboratory work; Italy combines the rich history of navigation and maritime culture, including ancient maritime trade and cultural exchanges, and enables students to understand the importance of the sea to human civilization through historical stories; Greece Greece takes advantage of its rich marine resources to offer courses on marine tourism and economy, exploring the balance between tourism development and environmental protection; Spain focuses on marine science and technology and innovation, introducing unmanned submersibles and STEAM, and teaching the application of marine energy, such as wind and tidal energy, which are designed to arouse students' interest in scientific and technological innovations; Portugal focuses on the protection of the marine environment and the sustainable use of resources, and designs courses on marine waste treatment and plastic pollution. Portugal focuses on marine environmental protection and sustainable use of resources, and has designed courses on marine waste disposal and plastic pollution, and students participate in beach cleanups to enhance their environmental awareness; Germany emphasizes interdisciplinary learning, combining physics, chemistry and geography, with a special focus on the impact of climate change on the oceans. Belgium; Finland; UK.
The study found that each country demonstrated unique cultural and geographic specificities in curriculum design, and that each country was effective in enhancing students' ocean literacy. The findings suggest that cross-national cooperation and experience sharing can help improve the overall quality of marine education. Suggestions for the future include strengthening the professional development of teachers, promoting international educational exchanges, and utilizing technology to enhance students' interest in and knowledge of the ocean. This study provides an evidence base for education policy makers to support the continuous improvement of marine education programs to meet the challenges of the global marine environment.