Marine ecosystems provide essential services to coastal residents, particularly for indigenous fishing communities that have strong ties to the environment and obtain multiple benefits from their use and management of ocean spaces. However, understanding of how these are impacted by fisheries, external pressures, and ocean management, remains limited due to a focus on economic valuation and aggregated metrics. This study explores the importance of select marine ecosystem services to the wellbeing of an indigenous community in West Hawaiˈi and the observed impacts on these ecosystem services by commercial and subsistence fishing. We used a mixed-methods approach that combined a workshop with an online survey of community perceptions regarding community important marine resources and cultural values. We find that both fish and non-fish species are important to all four well-being categories, including food security, culture, mental wellbeing, and income, though the least importance was given to the economic value. This study also found that commercial fishing is perceived to have a higher negative impact on marine resources and cultural values than subsistence fishing, but a generally lower impact on non-fish than fish species. The lack of community input into legislation development and a lack of enforcement capacity were perceived to aggravate these further, whereas the integration of place-based knowledge, values and rules of the environment was seen as beneficial to both marine and cultural ecosystem services. Overall, this study shows that non-economic and disaggregated valuation approaches are critical for revealing the variable ecosystem services that marine environments provide to local communities and the importance of more inclusive resource management approaches to manage impacts on these services.
more »
« less
Inheriting wisdom: transfer of traditional, scientific, and ecological knowledge in fishing communities in Mexico
The complementary use and transfer of empirical and scientific knowledge are essential for the holistic and sustainable management of fishing resources. To understand how both types of knowledge are transferred in fishing communities in three regions of Mexico, we conducted 120 in-depth interviews with young people, adults, and older adults who participated in various activities within fishing value networks. During the interviews, we identified who participated in transferring knowledge within communities, what lessons were passed on, what knowledge has been lost, and what scientific topics are known within the communities. We also investigated the sector’s most used means of communication to further explore the transfer of scientific and technical knowledge and the fundamental roles of external actors in transferring knowledge within communities. The information was coded, categorized, and analyzed for each question. The interviewees valued the continuity of inheriting traditional knowledge, which included teaching practical skills, such as fishing techniques and navigation, and transmitting values, traditions, and ways of understanding and relating to the marine environment. The interviewees perceived knowledge transfer as a bidirectional exchange of knowledge, ideas, and practices among generations. Furthermore, they recognized the value of external actors with scientific and technical knowledge in promoting innovation and adapting to new challenges. The combination of knowledge and perspectives enriches fisheries management and marine environmental conservation. Promoting the transfer of traditional and scientific knowledge is fundamental to building a future where fishing and marine life coexist in harmony and prosperity. The responsibility of supporting this integration falls on fishing communities and external actors. Working together in this collaborative learning process is the key to achieving sustainable resource management and ensuring the continuity of this valuable tradition for future generations. In doing so, these communities’ cultural and ecological richness can be preserved, ensuring a lasting balance between people and the sea.
more »
« less
- Award ID(s):
- 2009821
- PAR ID:
- 10548251
- Publisher / Repository:
- Frontiers
- Date Published:
- Journal Name:
- Frontiers in Sustainability
- Volume:
- 5
- ISSN:
- 2673-4524
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
It is well-established that students have difficulty transferring theory and skills between courses in their undergraduate curriculum. At the same time, many college-level courses only concern material relating to the course itself and do not cover how this material might be used elsewhere. It is unsurprising, then, that students are unable to transfer and integrate knowledge from multiple areas into new problems as part of capstone design courses, for example, or in their careers. More work is required to better enable students to transfer knowledge between their courses, learn skills and theory more deeply, and to form engineers who are better able to adapt to new situations and solve “systems-level” problems. Various authors in both the cognitive and disciplinary sciences have discussed these difficulties with the transfer of knowledge, and noted the need to develop tools and techniques for promoting knowledge transfer, as well as to help students develop cross-course connections. This work will address these barriers to knowledge transfer, and crucially develop the needed activities and practices for promoting transfer by answering the following research questions: (1) What are the primary challenges experienced by students when tasked with transferring theory and skills from prior courses, specifically mathematics and physics? (2) What methods of prior knowledge activation are most effective in enabling students to apply this prior knowledge in new areas of study? Here, we present a summary, to date, of the findings of this investigation. These findings are based on an analysis of the problem solving techniques employed by students in various years of their undergraduate program as well as faculty experts. A series of n=23 think aloud interviews have been conducted in which participants were asked to solve a typical engineering statics problem that also requires mathematical skills to solve. Based on participant performance and verbalizations in these interviews, various barriers to the knowledge transfer process were identified (lack of prior knowledge, accuracy of prior knowledge, conceptual understanding, lack of teaching of applications, language of problem, curricular mapping). At the same time, several interventions designed to promote the transfer of knowledge were incorporated into the interviews and tested. Initial results demonstrated the potential effectiveness of these interventions (detailed in the poster/paper) but questions were raised as to whether participants truly understood the underlying concepts they were being asked to transfer. This poster presentation will cover a holistic representation of this study as well as the findings to date.more » « less
-
Abstract Coral reef fisheries are a vital source of nutrients for thousands of nutritionally vulnerable coastal communities around the world. Marine protected areas are regions of the ocean designed to preserve or rehabilitate marine ecosystems and thereby increase reef fish biomass. Here, we evaluate the potential effects of expanding a subset of marine protected areas that allow some level of fishing within their borders (sustainable-use MPAs) to improve the nutrition of coastal communities. We estimate that, depending on site characteristics, expanding sustainable-use MPAs could increase catch by up to 20%, which could help prevent 0.3-2.85 million cases of inadequate micronutrient intake in coral reef nations. Our study highlights the potential add-on nutritional benefits of expanding sustainable-use MPAs in coral reef regions and pinpoints locations with the greatest potential to reduce inadequate micronutrient intake level. These findings provide critical knowledge given international momentum to cover 30% of the ocean with MPAs by 2030 and eradicate malnutrition in all its forms.more » « less
-
It is well-established that students have difficulty transferring theory and skills between courses in their undergraduate curriculum. At the same time, many college-level courses only concern material relating to the course itself and do not cover how this material might be used elsewhere. It is unsurprising, then, that students are unable to transfer and integrate knowledge from multiple areas into new problems as part of capstone design courses, for example, or in their careers. More work is required to better enable students to transfer knowledge between their courses, learn skills and theory more deeply, and to form engineers who are better able to adapt to new situations and solve “systems-level” problems. Various authors in both the cognitive and disciplinary sciences have discussed these difficulties with the transfer of knowledge, and noted the need to develop tools and techniques for promoting knowledge transfer, as well as to help students develop cross-course connections. This work aimed to address these barriers to knowledge transfer, and crucially develop the needed activities and practices for promoting transfer by answering the following research questions: (1) What are the primary challenges experienced by students when tasked with transferring theory and skills from prior courses, specifically mathematics and physics? (2) What methods of prior knowledge activation are most effective in enabling students to apply this prior knowledge in new areas of study? In this paper we present a holistic summary of the work completed under this award. Initially, findings from a series of n=23 think aloud interviews, in which participants were asked to solve a typical engineering statics problem, is presented. These interviews evidenced multiple barriers to knowledge transfer (lack of prior knowledge, accuracy of prior knowledge, conceptual understanding, lack of teaching of applications, language of problem, curricular mapping) that hindered participant success in terms of using their mathematical skills to solve the problem. Findings also indicated the importance of reflective thinking on behalf of the participants to their problem solving success. Based on this initial work using think alouds, a further set of interviews (n=8) were conducted to more deeply examine student conceptions of important mathematical topics that are transferred into engineering such as integration and centroids. Findings indicated that participant knowledge and understanding of centroids in particular was generally based around more intuitive or geometrical conceptions rather than concrete physical or mathematical models. Following up on the initial study of problem solving, the importance of reflection on behalf of the problem solver was also examined in more detail. Comparison of expert (faculty) and novice (student) approaches to problem solving demonstrates how often experts reflect on their progress during the solving process and the manner in which they are able to connect problems in one context to similar problems they have encountered in the past in other areas of engineering. The ability of experts to “chunk” problems into smaller stages and reflect on individual elements of the problem at hand rather than the problem as a whole was also seen to be a differentiating factor in their approach as compared to novices. Similar to this paper, the associated poster presentation will cover a holistic representation of the findings of this study.more » « less
-
Abstract Marine Protected Areas (MPAs) are designed to enhance biodiversity and ecosystem services. Some MPAs are also established to benefit fisheries through increased egg and larval production, or the spillover of mobile juveniles and adults. Whether spillover influences fishery landings depend on the population status and movement patterns of target species both inside and outside of MPAs, as well as the status of the fishery and behavior of the fleet. We tested whether an increase in the lobster population inside two newly established MPAs influenced local catch, fishing effort, and catch-per-unit-effort (CPUE) within the sustainable California spiny lobster fishery. We found greater build-up of lobsters within MPAs relative to unprotected areas, and greater increases in fishing effort and total lobster catch, but not CPUE, in fishing zones containing MPAs vs. those without MPAs. Our results show that a 35% reduction in fishing area resulting from MPA designation was compensated for by a 225% increase in total catch after 6-years, thus indicating at a local scale that the trade-off of fishing ground for no-fishing zones benefitted the fishery.more » « less
An official website of the United States government

