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Science and Mathematics Education Commons

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Oceanography and Atmospheric Sciences and Meteorology

University of South Florida

USF Tampa Graduate Theses and Dissertations

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Full-Text Articles in Science and Mathematics Education

An Interdisciplinary Approach To Understanding Predator-Prey Relationships In A Changing Ocean: From System Design To Education, Ileana M. Freytes-Ortiz Jul 2018

An Interdisciplinary Approach To Understanding Predator-Prey Relationships In A Changing Ocean: From System Design To Education, Ileana M. Freytes-Ortiz

USF Tampa Graduate Theses and Dissertations

Climate change is ecologically and socially complex, deemed the most important issue of our generation. Through this dissertation I have approached climate change research through an interdisciplinary perspective, investigating how this phenomenon will affect marine ecological systems, how we can better develop experimental systems to answer ecological questions, and how we can effectively educate about this issue.

In Chapter 2, I provided accessible alternatives for researching the effects of climate change (elevated temperatures and pCO2) on marine ecosystems. I designed, built, and troubleshooted two accurate and inexpensive climate-controlled experimental systems capable of maintaining target conditions: a temperature-controlled system and an …


Understanding Climate Change And Sea Level: A Case Study Of Middle School Student Comprehension And An Evaluation Of Tide Gauges Off The Panama Canal In The Pacific Ocean And Caribbean Sea, Juan Carlos Millan-Otoya Nov 2015

Understanding Climate Change And Sea Level: A Case Study Of Middle School Student Comprehension And An Evaluation Of Tide Gauges Off The Panama Canal In The Pacific Ocean And Caribbean Sea, Juan Carlos Millan-Otoya

USF Tampa Graduate Theses and Dissertations

The present study had two main objectives. The first was to determine the degree of understanding of climate change, sea level and sea level rise among middle school students. Combining open-ended questions with likert-scaled questions, we identified student conceptions on these topics in 86 students from 7th and 8th grades during 2012 and 2013 before and after implementing a Curriculum Unit (CU). Additional information was obtained by adding drawings to the open-ended questions during the second year to gauge how student conceptions varied from a verbal and a visual perspective. Misconceptions were identified both pre- and post-CU among …