Developing ocean literacy through a relational model: Exploring outcomes of a place‐based ocean education programme in primary schools

Abstract Schools are a common place where the younger generation can develop their understanding of the ocean and acquire the skills needed to become responsible and knowledgeable ocean advocates. Grounded in a relational ocean literacy model, this study examined outcomes of a place‐based programme integrating picture books, beach excursions and creative classroom activities to enhance primary students' understanding of and connections to their local temperate marine environment. Pre‐ and post‐programme drawings and focus group interviews assessed changes in students' awareness and perceptions of the Great Southern Reef. Results from the pre‐programme drawings suggest that, prior to the programme, students perceived their local marine environment as a tropical ecosystem. However, after participating in the place‐based intervention, students demonstrated an overall improvement in their perception, understanding and connection to their local marine environment, the diversity of species found and the ecological interactions between organisms and the surrounding habitats. Data collected from the interviews revealed that children developed stronger connections to their local marine environment, which facilitated human–ocean, self–community and knowledge–experience relations. This case study provides an evidence‐based educational approach that can be tailored to a local context to enhance ocean literacy in formal education settings and empower young people to potentially become future ocean stewards. Read the free Plain Language Summary for this article on the Journal blog.