Elisavet Agorou, Athanasios Mogias, Desalegn Yayeh Ayal, Ulisses M. Azeiteiro, Henri-Count Evans, Inga Grinfelde, José Baltazar Salgueirinho Osório de Andrade Guerra, Jasenka Gajdoš Kljusurić, João Carlos Correia Leitão, Chunlan Li, Newton R. Matandirotya, Bethwel Mutai, Gustavo J. Nagy, Thierry Razanakoto, Jame Schaefer, Goran Trbic, Roberto Ariel Abeldaño Zuñiga, Sane Pashane Zuka, Charles Galdies, Adriana Consorte-McCrea, Francisco Platas, Mittul Vahanvati, Pedi Obani, Safwatun Nida, Lucas Gabriel Zanon, Mayara Régia Sousa de Melo, Renato da Costa dos Santos, Alison Glover, Roman Vakulchuk
The enormous importance of the global ocean in the existence of life and its connection to the weather and climate regulation constitute fundamental elements of the Ocean Literacy Framework through which the understanding of basic ocean sciences issues is attempted. The main aim of this study is to assess the degree to which a carefully designed and properly implemented Teaching-Learning Sequence by a university research team, regarding the third principle of the ocean literacy guide entitled “The ocean is a major influence on weather and climate” affected pupils’ awareness. For the needs of the study, a questionnaire, comprising multiple-choice knowledge questions and attitudes and behavior statements following a Likert-type scale, was administered to a class of 17 third-grade primary school pupils before (pre-test) and after (post-test) the end of the teaching intervention. The Teaching-Learning Sequence which, among others, involved lectures, hands-on activities, and the production of educational material lasted 10 hours and was realized entirely at school. Results revealed a significant increase in pupils’ knowledge regarding the interaction between the global ocean and the weather and climate as well as in their attitudes and behavior, which could be attributed to the success of the design and implementation of the teaching intervention. © Springer Nature Switzerland AG 2026.
Department of Journalism and Mass Communication, University of Eswatini, Manzini, Kwaluseni Campus, Matsapha, South Africa; Institute of Landscape Architecture and Environmental Engineering, Latvia University of Life Sciences and Technologies, Jelgava, Latvia; Center for Sustainable Development (Greens), Universidade do Sul de Santa Catarina (Unisul), Santa Catarina, Florianópolis, Brazil; School of Urban and Regional Sciences, East China Normal University, Shanghai, China; Kgotso Development Trust, Beitbridge, Zimbabwe; Climate Change Adaptation and Resilience Centre, Beitbridge, Zimbabwe; Facultad de Ciencias, Universidad de la República Uruguay, Montevideo, Uruguay; CERED, University of Antananarivo, Antananarivo, Madagascar; Marquette University, Milwaukee, United States; University of Sierra Sur, Oaxaca, Mexico; University of Helsinki, Helsinki, Finland; Department of Land Economy, University of Malawi, The Polytechnic, Blantyre 3, Malawi; Institute of Earth Systems, University of Malta, Msida, Malta; Academy for Sustainable Futures, Canterbury Christ Church University, Kent, Canterbury, United Kingdom; Casa de Cultura de la UAEMéx en Tlalpan, Universidad Autónoma del Estado de México, Ciudad de México, Mexico; School of Global, Urban and Social Studies, RMIT University, Melbourne, VIC, Australia; University of Bradford, Bradford, United Kingdom; Science Education Department of Universitas Negeri Malang, Malang, Indonesia; University of São Paulo, São Carlos, Brazil; State University of Campinas (UNICAMP), Campinas, Brazil; Universidade do Contestado-UNC, Mafra, Brazil; The Open University, Cardiff, United Kingdom; Norwegian Institute of International Affairs, Oslo, Norway; University of Aegean, Mitilini, Greece; Department of Primary Education, Democritus University of Thrace, Alexandroupolis, Greece; Center for Food Security Studies, College of Development Studies, Addis Ababa Univesity, Addis Ababa, Ethiopia; The Centre for Environmental and Marine Studies (CESAM) and Department of Biology, University of Aveiro, Aveiro, Portugal
