Kurtay, Gülce2018-05-282018-05-282018-042018-042018-05-25http://hdl.handle.net/11693/46949Cataloged from PDF version of article.Thesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2018.Includes bibliographical references (leaves 65-72).Oceans have an important role in regulating climate, oxygen and carbon dioxide cycles. Therefore ocean literacy carries an imperative role in terms of understanding and communicating one of the major regulators of our daily lives. However, there has not been any study conducted among students in Turkey related specific to ocean literacy. This study investigates the ocean literacy with cross sectional survey method. It explored ocean literacy under two concepts; content knowledge by using Turkish Survey of Ocean Literacy and Experience (TSOLE) and attitude by Turkish Survey of Ocean Stewardship (T-SOS) instruments. Data collected from high school students (N= 328) in 6 different private schools locates in 4 different cities and analyzed with SPSS. Students‟ scored approximately 50% of T-SOLE and almost “agree” with the T-SOS statements concerning 7 Essential Principles of ocean literacy. Furthermore factors like habitat, gender and educational program found to have an impact on students‟ T-SOLE scores. Gender and educational program also had an impact on students‟ T-SOS scores. Internet found to be students‟ main preference of information source regarding ocean topics. There is also moderately positive relationship found between students‟ T- SOLE and T-SOS scores.xii, 79 leaves : charts ; 30 cm.Englishinfo:eu-repo/semantics/openAccessOcean LiteracyT-SOST-SOLEThesisB158429