Till startsida
To content Read more about how we use cookies on gu.se

Biosketch: Géraldine Fauville

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, Virtual Marine Scientist and I2SEA).

Géraldine is also involved in the Horizon 2020 project on ocean literacy, SeaChange. The aim is to contribute to an 'ecosystem-based approach' relationship between EU citizens and the ocean. This will be achieved by combining marine environmental knowledge and insights from educational science into activities for social participation and innovation.
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. Her PhD project, rooted in sociocultural traditions, aims to provide knowledge of the use of computer-based resources by high school students in relation to developing ocean literacy through enabling space promoting collaboration within formal education.

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.

Recent publications

Fauville, G., Lantz-Andersson, A., Mäkitalo, Å., Dupont S. and Säljö, R. (in press). Digital media as cultural tools: Understanding of and responding to climate change. To appear in O. Erstad, S. Jakobsdottir, K. Kumpulainen, Å. Mäkitalo, P. Pruulmann-Vengerfeldt & K. Schrøder (Eds.), Learning Across Contexts in the Knowledge Society. Sense Publishers.

Fauville G., Dupont S., von Thun S., and Lundin, S. (2015). 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. (2014). 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.

Géraldine Fauville


Page Manager: Elin Johansson|Last update: 3/17/2015

The University of Gothenburg uses cookies to provide you with the best possible user experience. By continuing on this website, you approve of our use of cookies.  What are cookies?