Intergenerational learning: A recommendation for engaging youth to address marine debris challenges

Jenna M. Hartley, Kathryn T. Stevenson, M. Nils Peterson, K. C. Busch, Sarah J. Carrier, Elizabeth A. DeMattia, Jenna R. Jambeck, Danielle F. Lawson, Renee L. Strnad

Research output: Contribution to journalArticlepeer-review

Abstract

Youth can impact environmental attitudes and behaviors among adults. Indeed, research on intergenerational learning has demonstrated the influence of young people on adults in their lives for myriad environmental topics. Intergenerational learning (IGL) refers to the bidirectional transfer of knowledge, attitudes, or behaviors from children to their parents or other adults and vice versa. We suggest an educational framework wherein K-12 marine debris education designed to maximize IGL may be a strategy to accelerate interdisciplinary, community-level solutions to marine debris. Although technical strategies continue to be developed to address the marine debris crisis, even the most strictly technical of these benefit from social support. Here, we present 10 Best Practices grounded in educational, IGL, and youth civic engagement literature to promote marine debris solutions. We describe how integrating IGL and civic engagement into K-12-based marine debris curricula may start a virtuous circle benefiting teachers, students, families, communities, and the ocean.

Original languageEnglish (US)
Article number112648
JournalMarine pollution bulletin
Volume170
DOIs
StatePublished - Sep 2021

All Science Journal Classification (ASJC) codes

  • Oceanography
  • Aquatic Science
  • Pollution

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