Anchoring ocean literacy: participatory iBook design within secondary science classrooms

ABSTRACT

This article elucidates a participatory design process in which a prototype iBook was embedded within the context of secondary science classrooms through multiple interventions. The fundamental design intention of the iBook is to increase students’ ocean literacy in a curriculum that lacks marine science. Two e-learning ecologies were identified across two schools; an iPad school and non-iPad school. Participants include two second-year science classes (14–15-year-olds) and their respective teachers. Science teachers were asked to implement the iBook, based on their appraisal, as an accompaniment to their lessons throughout three interventions. Qualitative data took the form of teacher interviews, teacher reflections and student exit cards. Findings illuminate emergent design principles of iBooks that enthuse students with content; mainly to draw upon their personal interest corresponding to interactive technologies. The benefits of participatory design research are highlighted with reference to augmenting student ocean literacy in the science classroom.

KEYWORDS:

• iBook
• ocean literacy
• participatory design
• secondary school science

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The iBook can be viewed at the following link: https://itunes.apple.com/us/book/harmful-algal-blooms/id1214392876?mt=11.

Additional information

Funding

The work described in this article has received funding from the European Commission's Horizon 2020 Framework Programme for Research and Innovation [H2020-BG-2014-1] under grant agreement No. 652644.

Notes on contributors

Martin McHugh

Martin McHugh is a Public Engagement Officer with SSPC, the SFI Research Centre for Pharmaceuticals at the Bernal Institute in the University of Limerick. He carries out research in the areas of science education, science communication technology-enhanced learning and informal learning environments.

Veronica McCauley

Veronica McCauley, PhD, Lecturer in Science Education, has carried out research in science education on interactive learning, assessment, technology integration and mobile technology, science hooks, peer instruction, STEM outreach and innovation, at the University of Limerick, Harvard University and the National University of Ireland, Galway, where she currently resides.

Kevin Davison

Kevin Davison is a Lecturer with the School of Education at NUI Galway with an interest in sociological issues in education including: boys and academic achievement, role models and innovative approaches to science outreach. He is the author of two books: Negotiating Masculinities and Bodies in Schools: The Implications of Gender Theory for the Education of Boys (2007, Edwin Mellen Press), and with Blye Frank: Masculinities and Schooling: International Practices and Perspectives (2007, Althouse Press).

Robin Raine

Robin Raine researches the occurrence of Harmful Algal Blooms (HABs), how they arise and their mitigation. With over 100 publications in the field, he has been both Chair of the Global Ecology and Oceanography of Harmful Algal Blooms (GEOHAB) programme, the joint HAB project of the Scientific Committee on Oceanic Research and UNESCO (2012–14), and Vice President of the international Society for the Study of Harmful Algae between 2011 and 2015.

Anthony Grehan

Anthony Grehan is a deep-sea ecologist studying Irish deep-sea coral reefs. He is particularly interested in bridging the science–policy divide to promote sustainable development of ocean resources and recognises the importance of improving ocean literacy among the general population.