Wai Maoli: Freshwater Initiative and Educational Television

• In Event: Studying Ocean Literacy From Diverse Perspectives: Current Studies and Future Directions

Abstract

Purpose
Aquatic science educators seek to improve people’s understanding of, interest in, and identity with water science. The purpose of this study was to examine the ability of four, 30-minute television (TV) episodes to affect viewers’ aquatic science understanding and engagement in fresh water conservation, recharge, and reuse. We also investigated viewers’ preference for in-depth content verses synoptic overviews.

Theoretical Framework
To increase ocean literacy, educators often focus on settings where large numbers of people can be reached in organized ways, or printed resources and online content that is primarily accessed by people who are already sophisticated consumers of science media, with high levels of science knowledge (Jarreau, 2017). Thus, although TV remains the most used media platform across the nation (Nielsen, 2019), content is based primarily on ratings and shelf life (Palfreman, 2002), resulting in a dearth of TV programs covering ocean science. Nevertheless, the blend of sound, motion, and imagery on TV provides an opportunity for viewers to meet people, experience events, and view perspectives not possible in real life (Favero, 2014). Indeed, TV has tremendous potential to increase positive social behaviors, content knowledge, and problem-solving skills (Wainwright & Linebarger, 2006).

Methods & Data Sources
We produced and screened four, half-hour episodes of Voice of the Sea, a TV series grounded in research-based instruction principles and focused on fresh water science. Three of the episodes focused on specific topics: conserve, recharge, and reuse. The fourth episode covered all three topics in a condensed package. We used questionnaires to examine adult viewers’ perceived understanding, interest, and motivation directly after watching an episode of Voice of the Sea. Additionally, we organized a focus group to discuss content depth and episode composition following the screening of the fourth, synoptic episode.

Results
In general, viewers’ (N = 138) perception of their abilities, concern, and motivation increased (Retrospective pre-post Likert scale 1–5; P < 0.000, paired T-tests). Viewers were willing to take action and to pledge their support to vote for using public funds to conserve fresh water, restore native forests, and recycle used water. However, viewers were less swayed on difficult topics, such as the ickiness of recycled water and policies to allow black water recycling (p = 0.632, paired T-tests). In addition, viewers requested more, rather than less, information; they wanted more specifics about what they can personally do. In addition, viewers in our focus groups felt that the topics were covered better in the individual episodes that had provided more in-depth content episodes.

Significance
The results of this study support the use of relatively long-form, content-rich educational video and TV to teach aquatic science and increase viewers’ motivation to take action to conserve and protect the aquatic environment. However, findings also imply that changing viewer’s perceptions on controversial or difficult topics requires more in-depth consideration of ideas and construction of new beliefs.

Author

• Kanesa Seraphin, University of Hawaii at Manoa