Examining the presence of ocean literacy principles in Greek primary school textbooks

Abstract

Abstract This study aims to add to the mapping of the presence of ocean sciences issues in national curricula and textbooks worldwide, investigating the inclusion of ocean literacy principles and their fundamental concepts in Greek primary science textbooks according to the Ocean Literacy Framework. Content analysis was implemented in both textual and pictorial material. The textbook analysis revealed that although all Ocean Literacy Principles are presented to some extent in the textbooks under study, most of their supporting fundamental concepts are absent for most of the principles. Only principles 1 and 6 are well represented, while principles 4 and 7 show the weakest appearance. The alignment of the principles and concepts in the textbooks with the Scope and Sequence of the Ocean Literacy Framework showed an apparent inconsistency, revealing that they are partially represented and superficially introduced. The implications of this study add to this mapping and aim to help curriculum designers and marine educators worldwide to cooperate for the inclusion of ocean literacy topics into the curricula which will potentially lead to students’ improved knowledge about the marine environment and the enhancement of their ocean literacy and responsible environmental behavior concerning ocean conservation.