Ocean Education for the 21st Century: When Should it Begin?
Abstract
The publication of "The Oceans" by Sverdrup, Johnson, and Fleming provided an integrating approach to the field of oceanography that was widely adopted by graduate ocean science programs across the nation as the basis of a core curriculum. Most researchers today would agree that proper graduate-level training across the various sub-disciplines of oceanography is sound pedagogy. It is even more apparent today than it was 60 years ago that the ocean should be viewed as a coupled physical, chemical, biological, and geological system. What is far more controversial is the role of an oceanography curriculum at the undergraduate and high school levels. Some would argue that such courses are a poor substitute for comprehensive courses in the basic disciplines, and that they result in students broadly appreciative of the oceans but inadequately trained to further the frontiers in research. Others argue that the lack of exposure to oceanography at the high school and college level is one reason for the shortage domestic students pursuing graduate work in the ocean sciences. I believe that there is another solution that has not been properly exploited, and that is to teach basic high-school math, physics, chemistry, and biology using examples drawn from oceanography and other allied disciplines of the geosciences whenever feasible. If done properly, this approach would increase general public awareness of ocean issues without compromising the rigor of the curriculum. What is needed is a new generation of textbook writers who will use the oceans to teach math, physics, chemistry, or biology, rather than just teaching oceanography through math, physics, biology, and chemistry.
- Publication:
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AGU Fall Meeting Abstracts
- Pub Date:
- December 2002
- Bibcode:
- 2002AGUFMOS71E..03M
- Keywords:
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- 4599 General or miscellaneous;
- 6605 Education;
- 6630 Workforce