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

doi:10.1016/j.marpolbul.2021.112648

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

Mar Pollut Bull. 2021 Sep:170:112648. doi: 10.1016/j.marpolbul.2021.112648. Epub 2021 Jun 30.

Authors

Jenna M Hartley¹, Kathryn T Stevenson², M Nils Peterson³, K C Busch⁴, Sarah J Carrier⁵, Elizabeth A DeMattia⁶, Jenna R Jambeck⁷, Danielle F Lawson⁸, Renee L Strnad³

Affiliations

¹ Parks, Recreation, and Tourism Management Department, College of Natural Resources, North Carolina State University, Raleigh, NC, USA. Electronic address: jenna_hartley@ncsu.edu.
² Parks, Recreation, and Tourism Management Department, College of Natural Resources, North Carolina State University, Raleigh, NC, USA.
³ Forestry & Environmental Resources Department, College of Natural Resources, North Carolina State University, Raleigh, NC, USA.
⁴ Department of STEM Education, College of Education, North Carolina State University, Raleigh, NC, USA.
⁵ Teacher Education and Learning Sciences Department, College of Education, North Carolina State University, Raleigh, NC, USA.
⁶ Duke University Marine Lab, Nicholas School for the Environment, Duke University, Beaufort, NC, USA.
⁷ College of Engineering, University of Georgia, Athens, GA, USA.
⁸ Recreation, Park, and Tourism Management Department & Science Education Department, College of Health and Human Development & College of Education, The Pennsylvania State University, State College, PA, USA.

PMID: 34217053
DOI: 10.1016/j.marpolbul.2021.112648

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.

Keywords: Citizen science; Education; Environmental education; Intergenerational learning; Marine debris; Social solutions; Youth; Youth empowerment.

MeSH terms

Adolescent
Adult
Child
Humans
Students*