Géraldine Fauville has a double background both in marine biology and in education sciences. She has been managing marine education projects in collaboration with Stanford University for the past five years developing several types of digital learning resources for high school students focusing on climate change and ocean acidification issues (Inquiry-to-Insight and Virtual Marine Scientist).
Géraldine has been a member of the University of Gothenburg Learning and Media Technology Studio (LETStudio) since 2010. In September 2013, she started her PhD studies in pedagogy, at the Department of Education, Communication and Learning. The focus of her thesis originates from her background as marine biologist and her deep interest in the impact of increased carbon dioxide (CO2) atmospheric concentration on marine environments. Her PhD project, rooted in sociocultural traditions, aims to provide knowledge about the implications of high-school students’ use of digital tools in marine environmental education and its consequence on students' ocean literacy.
Géraldine is also a co-founder of the European Marine Science Educators Association aiming to empower formal and informal educators to teach about the marine environment but also to create a network of marine educator stakeholders willing to establish a more ocean literate future for our society.
Fauville G., Dupont S., von Thun S., and Lundin, S. (in press). Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy, Computers & Education.
Fauville G., Lantz-Andersson A., and Säljö R. (2013). ICT tools in environmental education – reviewing two newcomers to schools. Environmental Education Research.
Copejans E., Crouch F., and Fauville G. (2012). The European Marine Science Educators Association (EMSEA): Towards A More Ocean Literate Europe. Current: The journal of marine education, 28(2): 43-46.
Fauville G., Säljö R., and Dupont S. (2012). Impact of ocean acidification on marine ecosystems: educational challenges and innovations. Marine Biology. DOI 10.1007/s00227-012-1943-4.
Fauville G., Hodin J., Dupont S., Miller P., Haws J., Thorndyke M., and Epel D. (2011). Virtual ocean acidification laboratory as an efficient educational tool to address climate change issues. In W.L. Filho (Ed.), The Economic, Social and Political Elements of Climate Change (825-836). Heidelberg: Springer.