Fostering ocean literacy through informal marine education programs.

Despite general interest in the concept, there is a lack of formal education systems that foster ocean literacy. Informal marine education programs may be filling this gap; where students undertake unique, immersive learning experiences connected to the marine environment. This paper consolidates information about marine education programs within Australia's temperate region - the Great Southern Reef - and evaluates the extent to which ocean literacy is being delivered through these programs under the banner of Australia's national curriculum. Using the mixed methods approach of a survey and semi-structured interviews, we found that participants are familiar with ocean literacy principles (89.4 %), and half of the informal providers (51 %) reported incorporating these principles into their education programs. We discuss the barriers to teaching and learning about ocean concepts reported by respondents, and argue that formal and informal education programs, working in tandem, can improve school curricula and promote greater ocean literacy.

Making outdoor field experiences more inclusive for the LGBTQ+ community.

Outdoor field experiences have not historically been welcoming to marginalized communities. Recent calls to address the lack of diversity in outdoor field experiences have accelerated efforts to make programs more inclusive for multiple marginalized identity groups. Despite these efforts, many cultural and procedural changes are still needed to support the Lesbian, Gay, Bisexual, Transgender, Queer or Questioning (LGBTQ+) community when participating in outdoor field experiences. Here we use results from a survey of leaders from 17 outdoor programs and expertise gained from our own experiences cultivating inclusion in field programs to outline strategies that outdoor field experience providers can use to foster greater support for the LGBTQ+ community. We define key terminology to increase awareness of LGBTQ+ identities and pronouns. We then highlight important actions that field experience leaders can take to make their internships, education programs, and trips more accessible and inclusive for the LGBTQ+ community. We use results from our survey of outdoor programs to highlight practices currently being used to support LGBTQ+ inclusion and accessibility and synthesize how current practice aligns with our overall recommendations. The LGBTQ+ community deserves to be welcomed into outdoor field experiences and to participate fully as students, researchers, educators, recreators, and professionals.

ECOLOGICAL EDUCATION AND ITS RELATIONSHIP WITH STUDENTS' HEALTH.

OBJECTIVE: The aim is to assess the state of ecological education in student youth and determine its relationship to the level of students' health. PATIENTS AND METHODS: Materials and methods: The research was conducted on the basis ofthe Polissya National University (Zhytomyr, Ukraine) and the Sumy State Pedagogical University named after A.S. Makarenko (Sumy, Ukraine) in 2018-2020. The ascertaining experiment, which was conducted to assess the state of ecological education of students according to the questionnaire developed by us involved 503 students. The formative experiment aimed at studying the relationship between the level of ecological education and the level of students' health involved 59 students. RESULTS: Results: The ascertaining stage of the experiment showed that the vast majority of students of different specialties revealed a low level of mastery of the components of ecological education. The formative stage of the experiment showed that the EG students significantly improved the level of all components of ecological education, as well as the level of their health (p < 0.001). No significant changes were revealed in the CG (p > 0.05). CONCLUSION: Conclusions: The research showed that purposeful work on the formation of ecological education in the process of fitness and health recreation activities has a positive effect on all its components (knowledge, character building, worldview, culture) and the level of students' health. In general, it will help to improve the efficiency of the educational process of students, improve indicators of their life-sustaining and future professional activities..

How an Early, Inclusive Field Course can Build Persistence in Ecology and Evolutionary Biology.

Field courses have been identified as powerful tools for student success in science, but the potential for field courses to address demographic disparities and the mechanisms behind these benefits are not well understood. To address these knowledge gaps, we studied students in a nonmajors Ecology and Evolutionary Biology course, Introduction to Field Research and Conservation, at the University of California Santa Cruz, a large Hispanic-Serving Institution. We examined (a) the effects of participation on students' perception of their scientific competencies and (b) how the field course shaped student experiences and built their sense of community, confidence and belonging in science. Our mixed-methods approach included the Persistence in the Sciences (PITS) survey with field course students and a control group; interviews, focus groups, and prompted student journal entries with a subset of field course students; and participant-observation. We found that field course participants scored higher on all science identity items of the PITS instrument than students in the control (lecture course) group. Field course students from underrepresented minority groups also scored similarly to or higher than their well-represented peers on each of the six PITS survey components. From our qualitative data, themes of growth in peer community, relationships with mentors, confidence living and working outdoors, team-based science experiences, and a sense of contributing to knowledge and discovery interacted throughout the course-especially from the initial overnight field trip to the final one-to assist these gains and strengthen interest in science and support persistence. These findings highlight the importance of holistic support and community building as necessary driving factors in inclusive course design, especially as a way to begin to dismantle structures of exclusion in the sciences.

The role of climate change education on individual lifetime carbon emissions.

Strategies to mitigate climate change often center on clean technologies, such as electric vehicles and solar panels, while the mitigation potential of a quality educational experience is rarely discussed. In this paper, we investigate the long-term impact that an intensive one-year university course had on individual carbon emissions by surveying students at least five years after having taken the course. A majority of course graduates reported pro-environmental decisions (i.e., type of car to buy, food choices) that they attributed at least in part to experiences gained in the course. Furthermore, our carbon footprint analysis suggests that for the average course graduate, these decisions reduced their individual carbon emissions by 2.86 tons of CO2 per year. Surveys and focus group interviews identify that course graduates have developed a strong personal connection to climate change solutions, and this is realized in their daily behaviors and through their professional careers. The paper discusses in more detail the specific components of the course that are believed to be most impactful, and the uncertainties associated with this type of research design. Our analysis also demonstrates that if similar education programs were applied at scale, the potential reductions in carbon emissions would be of similar magnitude to other large-scale mitigation strategies, such as rooftop solar or electric vehicles.

Local perceptions and factors determining ecosystem services identification around two forest reserves in Northern Benin.

BACKGROUND: Ecosystems provide humanity with goods and services known as ecosystem services. The value of these services represents a basis for political decision-making. To be sure that these decisions are made on a valid basis, policymakers require an understanding of the biophysical processes involved. This study was carried out around two forest reserves (Alibori-Supérieur and Ouénou-Bénou) in Northern Benin. It aimed to highlight the knowledge of the surrounding communities and their perceptions about the importance of the ecosystem services provided by these forest reserves as well as the factors that influence their knowledge and perceptions. METHODS: Primary data were collected from 25 group discussions in 25 villages surrounding the forest reserves based on predefined ecosystems services of the Millennium Ecosystems Assessment (MA). Multiple linear regression models were used to examine how socio-economic characteristics of the communities influenced the ecosystem services identification rate. Perceptions of importance, levels of satisfaction, and trends of services provided were analyzed using descriptive statistics. RESULTS: Our results showed that education level, poverty index, household size, and proximity to forests played an important role in the variation in knowledge of ecosystem services (P < 0.05). Provisioning services (such as crops supply, fuelwood, lumber, wild food, and medicinal plants) were mostly identified by the poorest villages located very close to the forests (P < 0.05). The importance of the provided services for well-being has been unanimously recognized. The most recognized cultural services were education and knowledge facilitation (84%) and spiritual value (76%). Climate regulation (84%) and pollination (84%) were the best-known regulating services. However, supporting services (soil formation and pest regulation) that are important for improving production systems were unknown to the communities. CONCLUSION: Education level, poverty index, and village proximity to the forest were important predictors of regulating and supporting services identification. But use of non-tangible services by local rural communities will require more emphasis on targeted environmental education specifically designed according to the needs of each group.

From our roots, we grow.

Located at the head of the Indo-Burma biodiversity hotspot, the Kunming Institute of Zoology (KIZ), Chinese Academy of Sciences (CAS), serves as China's main center for research into the diverse animal and ecological resources of southwestern China, Eastern Himalayas, and Southeast Asia. As of October 2019, it has been 60 years since the inception of KIZ. Since 1959, strong roots have been laid down by generations of researchers, allowing KIZ to grow and evolve into a comprehensive research institution renowned for its remarkable achievements in evolutionary mechanisms of animal biodiversity, animal resources protection, and sustainable utilization. It is now recognized as "a major powerhouse in evolutionary biology research in China" and is"establishing itself in the world stage" (Overseas Experts Review Committee, organized by the Bureau of Development Planning, CAS, during international evaluation in 2014).To celebrate the 60th anniversary of KIZ and the 70th anniversary of CAS, Zoological Research presents this commemorative issue, composed primarily of contributions from KIZ researchers. In addition, it is our great honor to provide here a brief retrospective of the pioneering work undertaken by the earlier scientists at KIZ and recent achievements, which will hopefully serve to motivate and inspire present and future successors.

Climate science curricula in Canadian secondary schools focus on human warming, not scientific consensus, impacts or solutions.

Despite an overwhelming scientific consensus that climate change poses severe risks to human and natural systems, many young Canadian adults do not view it as a major issue. We analyzed secondary science curricula in each province for their coverage of climate change according to six core topics: physical climate mechanisms ("It's climate"), observed increase in temperature ("It's warming"), anthropogenic causes of warming ("It's us"), scientific consensus ("Experts agree"), negative consequences associated with warming ("It's bad"), and the possibility for avoiding the worst effects ("We can fix it"). We found that learning objectives tend to focus on knowledge of the first three elements, with little or no emphasis on scientific consensus, climate change impacts, or ways to address the issue. The provinces of Saskatchewan and Ontario provide the most comprehensive standards for climate change education, while Nova Scotia and New Brunswick provide the least. We conducted interviews with individuals responsible for curriculum design in six different provinces to understand how curriculum documents are developed and whether political controversies influence the writing process. Interviewees described a process relying on input from professionals, institutions, and members of the public where curriculum developers made decisions independent of political concerns. In some cases, efforts to provide balance may have led to a focus on social controversy, contrary to overwhelming scientific consensus. Curriculum documents are the basis for teacher instruction and textbook content; aligning these documents with the best possible evidence can improve student learning and engage the next generation of Canadians on the critical issue of climate change.

Identification of Key Success Factors for Private Science Parks Established from Brownfield Regeneration: A Case Study from China.

Private science parks (PSPs) are infrastructure elements of national high technology industrial development zones. Increasing private capital is being invested in this field to transform abandoned factories into science parks through brownfield regeneration, which not only effectively utilizes urban space, but also greatly strengthens the power of scientific and technological innovation. The evolution of these PSPs, however, is not satisfactory, and some operation and innovation-related problems often lead to their failures. Therefore, identifying key success factors is crucial for the sustainable growth of PSPs. This study employs Fuzzy Analytic hierarchy process (FAHP) and Fuzzy-DEMATEL (Decision Making Trial and Evaluation Laboratory) methods to construct an identification model for key success factors of PSPs established from brownfield regeneration. Associated influencing factors were collected through literature analysis, on-site interviews, and questionnaire, based on which key success factors were identified. The results of the study showed that five factors-resources sharing capacity of the park, park scale, financing and financial services, legal policy services and administrative capability, and construction level of facilities in the park-are the key success factors for such PSPs. The results also provide a theoretical basis for the development of PSPs established from brownfield regeneration, and support the formulation of PSP-related policies.

Exploring challenges and lessons learned in cross-cultural environmental education research.

The field of environmental education (EE) has been criticized for scarcity of research findings that can be used to compare the approaches and outcomes of various interventions and contexts. This is particularly problematic for EE programs that are implemented across multi-cultural settings because very little academic attention has been devoted to cross-cultural EE research methods. Intending to address this gap, we set out to develop and pilot a pre/post survey in Costa Rica that could help us investigate the impacts of a bird-focused curriculum on Latin American children's knowledge, attitudes, behavioral intentions, and behaviors toward birds and the natural world. This article describes the challenges encountered and subsequent adaptations made throughout our ongoing, iterative survey development process, in order to appropriately address language, sociocultural context, audience, and research-to-practice tensions. We present key lessons learned, including the importance of having strong local partners, the need to create a realistic research timetable that accounts for unique challenges involved in undertaking cross-cultural EE research, and the limitations of quantitative methods in this sort of research.

Evaluating a dialogue-based approach to teaching about values and policy in graduate transdisciplinary environmental science programs.

This article discusses a formal evaluation of new curricular materials and activities designed to foster understanding of three key issues-expertise, risk, and sociopolitical constraints-related to values and policy in transdisciplinary environmental science. We begin by describing the three issues, along with current thinking about the most appropriate ways to address them in the context of transdisciplinary environmental science. We then describe how we created curricular materials and activities focusing on these three issues that could be tailored for use in a wide range of graduate environmental science programs. The curriculum was adapted by instructors for use in five graduate classes at two US universities, and we used a pre-test, post-test mixed methods design to evaluate its effects on students' ethical reasoning about values and policy. The results of this evaluation suggest that our semi-structured, dialogue-based curriculum enhances student awareness of and reasoning about values and policy in environmental research. We close with several educational recommendations for transdisciplinary environmental science programs that are grounded in our experience with this curriculum.

Brunei Publications in the Science Citation Index Expanded (1973-2016): Bibliometrics and comparison with other tropical countries / Publicaciones de Brunei en el Science Citation Index Expanded (1973-2016): Bibliometría y comparación con otros países tropicales

Abstract Brunei is a small tropical country -located in Southeast Asia- for which there are no previous bibliometric studies. Here we analyze papers published by Brunei scientists from 1973 to 2016 in the Science Citation Index Expanded and compare results with other tropical countries. We identified 1 547 publications and 11 document types. The most productive categories were ecology, multidisciplinary geosciences, inorganic and nuclear chemistry, and environmental sciences. Singapore Medical Journal published most of these papers, and the three most productive institutions were Universiti Brunei Darussalam, RIPAS Hospital, and Universiti Teknologi Brunei. UK and Malaysia were the most frequent collaborating countries. M.A. Ali from the Universiti Brunei Darussalam was the most prolific author and a Brunei independent article written by C.K. Morley from the Universiti Brunei Darussalam in 2002 had the highest number of citations of the whole period and the highest number in 2016. The tropical countries of Central America and Asia have a few similarities but also important differences, and both are highly heterogeneous in scientific organization and productivity. Rev. Biol. Trop. 66(3): 1090-1100. Epub 2018 September 01.

Resumen Brunei es un pequeño país tropical del sudeste asiático, sobre el cual no hay estudios bibliométricos. Aquí analizamos los artículos publicados por científicos de Brunei de 1973 a 2016 y comparamos los resultados con otros países tropicales. Examinamos los documentos del Science Citation Index Expanded en la colección principal del Web of Science. Hallamos 1 547 publicaciones de Brunei con 11 tipos de documentos, donde las categorías más productivas fueron ecología, geociencias multidisciplinarias, química inorgánica y nuclear, y ciencias ambientales. Singapore Medical Journal publicó la mayoría, y las tres instituciones más productivas fueron: Universiti Brunei Darussalam, RIPAS Hospital y Universiti Teknologi Brunei. Reino Unido y Malasia fueron los países que más colaboraron con Brunei. M.A. Ali de la Universidad Brunei Darussalam fue el autor más prolífico. El mayor número total de citas, y el mayor número de citas en 2016, correspondieron a un artículo exclusivamente de Brunei, escrito por C. K. Morley de la Universiti Brunei Darussalam en 2002. Los países tropicales de América Central y Asia tienen algunas similitudes pero también diferencias importantes, siendo heterogéneos en su organización científica y productividad.

Conceptos fundamentales en ecología de hongos del suelo: una propuesta pedagógica y de divulgación / Fundamental concepts in ecology of soil fungi: a pedagogic and outreach proposal

El estudio de los procesos biogeoquímicos implica entender cómo los macro y micro nutrientes que componen los seres vivos se mueven de un componente a otro del ecosistema (incluyendo la atmósfera, organismos, suelo, cuerpos de agua, etc.). Usualmente, una mayor diversidad biótica y una mayor complejidad de las interacciones bióticas y abióticas, resultan en una mayor estabilidad ecosistémica. El rol de los hongos en los ciclos biogeoquímicos se suele estudiar superficialmente, no mucho más allá de sus funciones ecosistémicas generales: descomposición, simbiosis mutualista, y parasitismo. Esta revisión tiene por objetivo ilustrar los conceptos base de los roles ecológicos de los hongos del suelo, que debieran enseñarse en tres públicos objetivo: universitario, tomadores de decisiones, y estudiantes de educación secundaria/público general. En estos públicos, se propone abordar cuatro áreas temáticas: introducción al suelo, ecología de comunidades, interacciones de hongos con otros organismos, y biogeoquímica. Aunque los roles ecosistémicos de los hongos del suelo están bien documentados, su estudio debería partir de la base de que estos afectan y son afectados tanto por variables climáticas, como por características físico-químicas del suelo, y por flujos biogeoquímicos. Los roles ecológicos de los hongos del suelo debieran entenderse en un contexto holístico de integración multidisciplinar, y el nivel de especialización del conocimiento debiera darse hacia niveles superiores de la jerarquía biológica, es decir, conocer más en detalle la ecología de ecosistemas y comunidades de hongos que la de poblaciones y organismos, o que sus procesos bioquímicos y edáficos específicos.

The study of biogeochemical processes involves understanding how the macro and micro nutrients that make up living things move from one ecosystem component to another (including the atmosphere, organisms, soil, waterbodies, etc.). Usually, a greater diversity of biotic diversity and a greater complexity of biotic and abiotic interactions, result in a greater ecosystemic stability. The role of fungi in biogeochemical cycles is usually studied superficially, not much beyond their general ecosystem functions: decomposition, mutualistic symbiosis, and parasitism. The objective of this review is to illustrate the basic concepts of the ecological roles of soil fungi, which should be taught in three target audiences: university students, decision makers, and secondary school students / general public. In these audiences, it is proposed to address four thematic areas: introduction to soil, community ecology, interactions of fungi with other organisms, and biogeochemistry. Although the ecosystemic roles of soil fungi are well documented, their study should be based on the fact that they affect and are affected by climatic variables, physical-chemical soil characteristics, and biogeochemical flows. The ecological roles of soil fungi should be understood in an holistic context of multidisciplinary integration, and the level of specialization of knowledge should be given to higher levels of the biological hierarchy, that is, to know more in detail the ecology of ecosystems and communities of fungi than that of populations and organisms, or than that of their specific biochemical and edaphic processes.