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Abstract
This study assessed 4th-, 8th-, and 11th-grade students' understanding of science concepts related to Oregon's marine resources. A sample of public school students (N = 159) in nine Oregon schools was interviewed on a variety of concept principles. Concepts related to Oregon's marine resources included geology, physical and chemical characteristics, ecology, and natural resources. Results were summarized in generalized correct concept statements indicating the extent of student science knowledge. Common misconceptions were also noted. The results of the study have implications for teaching and learning about the marine environment.
