Abstract
In this chapter, the authors discuss the key features of an immersive marine science education . They argue it is characterized by a range of qualities that focus on generating authentic experiences during teaching and learning about marine science . To illustrate those qualities, the authors draw on a case study of a long-standing and well-received pre-service teacher education unit at Monash University, in Victoria, Australia. In brief, they argue that an exemplary marine science education affords the possibility of achieving the following for teachers and learners; it: engages what is of interest to them, involves them in some way that can lead to some ‘surpassing’ (e.g. of ignorance or misunderstanding), allows them to affirm and exercise imagination and offers opportunities for interaction (e.g. with the experience, others and/or their surroundings). The chapter starts with a sketch of the key features of the context for marine science education in Victoria. It then offers a rich description of the key design features of the unit, including how it was redesigned to support the development of the aforementioned qualities. The chapter concludes with a discussion and reflection on two key lessons from the authors’ experience. First, considerations of what constitutes ‘necessary experience’ in marine science education ; and second, how to address challenges to drawing on perspectives from curriculum design , philosophy of education , and experiential education in marine science education , particularly when such work goes against the flow of mainstream approaches in schools and pre-service teacher education .
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Notes
- 1.
Student evaluation is conducted online, with a mix of quantitative and qualitative items. Ratings are offered for items on a scale of 1–5, for: (a) the unit enabled me to achieve its learning objectives, (b) I found the unit to be intellectually stimulating, (c) the learning resources in this unit supported my studies, (d) the feedback I received in this unit was useful, (e) overall, I was satisfied with the quality of this unit. Students are also asked: Which aspect(s) of this unit did you find most effective? Would you suggest any changes to enhance this unit in the future? Response rates are typically 40%, while results are made public at: http://www.opq.monash.edu.au/us/surveys/setu/setu-survey-instruments.html
- 2.
Available at http://oceanliteracy.wp2.coexploration.org.
- 3.
E.g. John Dewey (1916) ‘… the only way in which adults consciously control the kind of education which the immature get is by controlling the environment in which they act… We never educate directly, but indirectly by means of the environment’ (p. 19).
- 4.
Even if story exists nowhere, in that it has no place, storying can still be considered pervasive in that it creates place through telling and listening. To illustrate, de Certeau (1984) has argued that storying ‘constantly transforms places into spaces or spaces into places’ (p. 118), in order to show that stories of the actual and ideal present tellers and listeners with places of possible resistance to the narratives of institutionalized power (e.g. conventional ways of teaching). In this way, ‘stories offer their audience a repertory of tactics for future use’ (p. 23). Teachers, children and parents experiencing an immersive and authentic marine science education can draw from their experiences and its stories strategically and tactically, in telling and listening—and responding and creating—other stories of education, including what counts as teaching and learning in real and compelling places, be they wet and/or dry, i.e. relevant to their lives, their communities, and the past, present and possible futures of a place.
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- 6.
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Acknowledgements
In the spirit of reconciliation, we recognize that Monash University is situated on country for which the Kulin Nations have been custodians for many centuries and on which they have performed age-old ceremonies of celebration, initiation and renewal. We acknowledge their living culture and unique role in the life of the region, including the bay areas, and offer our deep appreciation for their contribution to and support of our academic enterprise.
All images provided by Harry Breidahl except for Fig. 19.3 by Michelle Quanch (Pelican Expeditions).
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Reid, A., Breidahl, H. (2019). Going with/Against the Flow: The Challenges of an Authentic Marine Science Education. In: Fauville, G., Payne, D., Marrero, M., Lantz-Andersson, A., Crouch, F. (eds) Exemplary Practices in Marine Science Education. Springer, Cham. https://doi.org/10.1007/978-3-319-90778-9_19
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