A Sea of Opportunities - Exploring interdisciplinarity for ocean sustainability

Practical work, particularly field-based work, is essential in science education as it allows students to actively engage with real-world contexts, fostering deeper understanding of scientific concepts, critical thinking, and scientific inquiry skills (Almeida et al., 2001; Millar, 2004). The project "A Sea of Opportunities" was designed with these principles in mind and implemented in May 2024 at St. Paul’s School in Coimbra, Portugal. This project followed Nir Orion's three-moment methodology (Orion, 1993; Orion & Hofstein, 1994): first, in-school sessions introduced the scientific base concepts, the goals, tasks, and the field class location, familiarizing students with what to expect. The second phase was the field class itself, and the third involved post-fieldwork classroom activities to consolidate learning.
The project was grounded in the Student Profile at the End of Compulsory Education (PASEO) (Martins, 2017) and the Domains of Curricular Autonomy (DAC), as established by Portuguese law in Diário da República n.º 149/2018, described as “an intersection of learning from different disciplines that explores pedagogical-didactic paths, privileging practical and/or experimental work and the development of research, relational, and analytical skills.” This interdisciplinary initiative also aligned with the United Nations' 2030 Sustainable Development Goals (SDGs), particularly SDG 13: Climate Action, which focuses on taking urgent action to combat climate change and its impacts and SDG 14: Life Below Water, which emphasizes the conservation and sustainable use of marine resources (United Nations, n.d.).
Students began by researching the historical and contemporary importance of the ocean to Portugal and to the world in general. A field trip to the rocky shore of Buarcos, Figueira da Foz, introduced students to the intertidal ecosystem, where they worked in groups to observe, photograph, and identify marine species, as well as measure the pH and temperature of the water in tide pools. They also collected algae samples and applied the quadrat sampling method for organism counting, focusing on the methodology rather than complex biodiversity index calculations. Additionally, the students contributed to marine conservation by collecting beach litter, following an adapted version of the "Guideline for Monitoring Marine Litter on the Beaches in the OSPAR Maritime Area" (OSPAR Commission, 2010).
Back in the classroom, students monitored the drying process of algae specimens and curated an herbarium (algarium) for the school. These activities not only enhanced their understanding of ecological methodologies but also highlighted the critical role of individual and collective actions in protecting the oceans and marine ecosystems.
The feedback from students was very positive. They showed considerable interest, enthusiasm, and engagement throughout the activities, particularly during fieldwork. Building on this success, the field trip to the rocky shore of Buarcos will be repeated this year. This progression reflects the potential of interdisciplinary and practical activities to inspire meaningful learning experiences.