Toward Achievement of the UN Ocean Decade: Does “CANAL STUDY” in Central Tokyo Bay Area Enhance Ocean Literacy?

Abstract

Abstract “CANAL STUDY” at a junior high school in Minato Ward in the Central Tokyo Bay Area has been involved with the Tokyo University of Marine Science and Technology Aquatic Marine Environmental Education efforts to promote Aquatic Marine Environmental Literacy (AMEL). AMEL is the ability to understand the interaction between humans and the aquatic environment, and to utilize the knowledge in decision making. AMEL is almost synonymous with Ocean Literacy, but regional characteristics such as traditional knowledge and conventional knowledge have been added. In this article, the research results of CANAL STUDY will be introduced and the significance of CANAL STUDY will be discussed from the viewpoint of self-determination theory and relational values, suggesting the direction of UNESCO Ocean literacy education planned for the UN Decade of Ocean Science for Sustainable Development. The CANAL STUDY, based on the learning cycle theory, has fostered AMEL, scientific inquiry skill development, attachment to the community, a sense of competence, and motivation for each learner to take the initiative for solving problems, such as improving the water quality of Tokyo Bay. Currently, Ocean Literacy Education is being tackled all over the world, but CANAL STUDY is an effective example that shows concrete methods and directions for the effective promotion of Ocean literacy education. In addition, it was shown that enhancing Ocean literacy fosters relational values.