This study generated base line data on Maine's 4th, 8th and 11th grade students' knowledge of marine science and natural resource principles in relation to the Gulf of Maine. A representative sample of public school students (n=226) was interviewed on marine science, natural resource and decisionmaking concepts and principles. Student knowledge was classified according to correct concepts, missing concepts and misconceptions. Similarities and differences between grade levels were analyzed and compared to results of the Maine Assessment of Educational Progress in Science (1984). The results of this research have implications for the development of more comprehensive and effective curricula for educating students and teachers about marine science and resources. Background Science and environmental education are an important part of the school curriculum. Decreasing resources, increased utilization, pollution and advanced technology demand a society that is knowledgeable about basic science concepts related to resource use and management. The Gulf of Maine is a uniquely productive and valuable resource which is shared by the U.S. . and Canada, and which has significant impLct on Maine's social and economic fabric. The recent World Court proceedings concerning the United S:;ates and Canada maritime boundary in the Gulf of Maine brought together fundamental information on numerous marine science and natural resource issues from such fields as geology, physical and chemical oceanography, ecology, resource utilization and management, and decisionmaking. In the interests of creating a Maine public educated in basic marine science concepts and aware
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Brody et al. (1990) studied this question.