Oceanography The Official Magazine of
The Oceanography Society
Volume 21 Issue 01

View Issue TOC
Volume 21, No. 1
Pages 105 - 109



By Robert J. Feller  
Jump to
Citation Copyright & Usage
First Paragraph

My purpose in this article is to increase awareness about long-standing problems in science education and then, in Part II, to build a case for how marine scientists, and scientists in general, can help improve science teaching and learning at all educational levels. What follows relates a personal journey, started 11 years ago when a former undergraduate who had worked in my research lab convinced me that there was a better way to teach the laboratory portion of our introductory marine science course than by simply lecturing. I was initially quite reluctant to delve into the world of science education, because I didn’t think that pedagogy was anywhere near as important as the straight delivery of solid content knowledge (= lecture). After all, that’s how I learned science, and if it worked for me, then it should work for other students!


Feller, R.J. 2008. The oceanography classroom: An awakening (Part I). Oceanography 21(1):105–109, https://doi.org/10.5670/oceanog.2008.74.

Copyright & Usage

This is an open access article made available under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution, and reproduction in any medium or format as long as users cite the materials appropriately, provide a link to the Creative Commons license, and indicate the changes that were made to the original content. Images, animations, videos, or other third-party material used in articles are included in the Creative Commons license unless indicated otherwise in a credit line to the material. If the material is not included in the article’s Creative Commons license, users will need to obtain permission directly from the license holder to reproduce the material.