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A main goal of academic courses is to help students acquire knowledge and skills that they can transfer to multiple contexts. In this article, we (i) examine students' responses to test question templates (TQTs), a framework intended to facilitate transfer, and (ii) determine whether similar transfer-promoting strategies are commonly embedded in published biology lessons. In study 1, in surveys administered over several academic quarters, students consistently reported that TQTs helped them transfer course content to exams and the real world; that multiple (two to five) examples were generally needed to understand a given TQT, leading >40% students to create their own additional examples; and that TQTs would be helpful in other science courses. In study 2, among 100 peer-reviewed lessons published by CourseSource or the National Center for Case Study Teaching in Science (NCCSTS), less than 5% of lessons gave students advice about exams or helped students create additional practice problems. The latter finding is not meant as criticism of these excellent lessons, which are a boon to the biology education community. However, with TQT-like prescriptions generally absent from peer-reviewed lessons, biology instructors may wish to supplement the lessons with TQT-like strategies to explicitly connect the material to subsequent exams.

Anecdotally it is often said that fishers are the best inventors of marine conservation technologies. In this paper I describe case studies of Turtle Excluder Devices (TEDs) and dolphin conservation technology, offering empirical evidence that fishers are successful inventors of marine conservation technology. I describe the Local Inventor Effect, in which adoption of a technology is disproportionately high in the geographic area near the inventor′s home. In one case, the adoption of a local invention was 600% higher than that of the next most popular device. Further, I present the Successful Inventor Profile for inventors of marine conservation technologies. This profile consists of three characteristics (1) a successful conservation technology inventor will have extensive experience relevant to the problem and potential solutions, (2) he or she will have extensive experience in fabrication, and (3) he or she will have the ability and tendency to employ mental and/or physical models, to assemble and refine inventions.

Many undergraduate biology instructors incorporate active learning exercises into their lessons while continuing to assess students with traditional exams. To better align practice and exams, we present an approach to question-asking that emphasizes templates instead of specific questions. Students and instructors can use these Test Question Templates (TQTs) to generate many variations of questions for pre-exam practice and for the exams themselves. TQTs are specific enough to show students which material they should master, yet general enough to keep the exact exam questions a surprise and easy to change from term to term. TQTs generate biology problems analogous to other STEM disciplines' standard problems whose general format is known to students in advance. TQTs thus help instructors ask more exam questions at the higher-order cognitive levels of Bloom's taxonomy, while empowering students to prepare actively and creatively for such questions.

Research has the potential to simultaneouslygenerate new knowledge and contribute meaningful social-ecological benefits; however, research processes and outcomes can also perpetuate extractive patterns that have manifested the climate, biodiversity, and social justice crises. One approach to enhance the societal value of research processes is to strengthen relationships with places of study and the peoples of those places. Deepening relational engagement with the social-ecological context and history of a place can lead to more accurate results and improved public trust in the scientific process and is particularly important for natural scientists who work at the interface of nature and society. We provide three actionable pathways that range from individual to systemic change to enhance place-based relationships within research systems: 1) deepen reflection and communication about relationships with places and peoples; 2) strengthen collaboration among research teams and partners; and 3) transform systems of knowledge creation to foster place-based roots. Action on any of these proposed pathways, but especially action taken across all three, can build empathy and connections to place and people, strengthening the meaningful impact of research both locally and globally. [ABSTRACT FROM AUTHOR]

Introduction: The food-energy-water (FEW) nexus highlights the interdependencies between the systems that people rely on for these essential resources. For example, globally, over two thirds of freshwater withdrawals are used to produce food, and another 10% is used during energy generation. In addition, the food system uses one eighth of global net energy. Seafood is a nutritionally important food, and it is critical to use freshwater and energy resources efficiently throughout seafood supply chains to safeguard future supplies and to reduce environmental impacts. Diverse seafood production methods result in highly variable resource use across supply chains, which may contribute to siloed efforts within supply chains to improve efficiency, instead of larger efforts that involve multiple seafood supply chains. Additionally, efforts to develop and implement efficiency strategies must be informed by fishers, aquaculturists, processors, and other seafood supply chain actors to avoid investing time and resources into strategies that will have low uptake. A significant proportion of seafood is imported into the U.S., so engaging with industry and stakeholders in the U.S. and abroad is critical for understanding and improving the FEW nexus associated with seafood consumed by Americans. Methods: To understand how resources are being used, current and potential strategies to improve resource use, and relevant motivations and barriers, we conducted 47 semi-structured interviews from 2019 to 2021 with seafood supply chain actors, including producers and processors. Seafood supply chains included were farmed catfish produced in the U.S., farmed pangasius and shrimp produced in Vietnam, farmed Atlantic salmon produced in Norway, and wild-caught sockeye and pink salmon caught in the U.S. Results: We provide detailed descriptions of stages within each supply chain regarding resource use and efficiency strategies, and report higher-level findings that apply across supply chains. There was variation across settings regarding how resources are used and opportunities and barriers for improving efficiencies, but we also found commonalities in settings, indicating that resource-saving strategies or innovations could lead to increased efficiency across multiple supply chains. Interviewees shared that cost savings drove past adoption of, and high interest in, energy conservation practices. Generally, direct costs did not motivate reduced use of freshwater, but associated costs like energy to run pumps and supplies to treat contaminated surface water drove interest in reducing water use. Discussion: Efforts to improve resource use in the U.S. seafood supply should focus on identifying and scaling-up strategies that (i) involve improved efficiency of more than one resource and/or (ii) apply across multiple settings. This work should involve partnerships between industry, government agencies, and academic researchers, and should be informed by supply chain actors' experiences and insights. The qualitative insights from this study encompass rich descriptions of FEW-relevant factors at the level of specific supply chain stages as well as findings across six major seafood supply chains in three countries. The study provides an essential complement to existing quantitative characterizations of resource use, and enables nuanced and informed responses to challenges. [ABSTRACT FROM AUTHOR]

Existing processes for academic peer review can yield unnecessarily harsh critiques that focus on any vulnerability rather than constructive feedback to improve the work. Efforts to improve the peer-review process recommend training at the graduate level. This article describes the Modified Critical Response Process (MCRP) as a means to achieve such training and improve in-class peer review. The MCRP is based on Liz Lerman's Critical Response Process (CRP), an art-critique method that helps form constructive dialogues about artworks in progress. I adapted the MCRP for the nature of science products and the time limitations of graduate-level seminar courses. The four-step MCRP process includes (i) focus areas prescribed by presenter and rubric, (ii) clarifying questions asked by responders, (iii) positive comments offered by responders, and (iv) bounded comments given on areas for improvement. Evidence from instructor observations, student evaluations, and teaching peer reviews suggests that the MCRP can be a kinder, more constructive way for students to give and receive peer-review feedback. The MCRP can help students learn, articulate novel scholarly insights, and develop facilitation and teaching skills. The MCRP could readily be applied to seminar courses, lab group meetings, seminar series, or workshops. [ABSTRACT FROM AUTHOR]

The idea of teaching science through music has undeniable appeal in implying that learning can be engaging and fun while also covering content efficiently. Indeed, there is little doubt that songs can be uniquely memorable, suggesting mnemonic options for core content. However, many classroom implementations of science music have limitations such as an overemphasis on rote memorization, rather than a constructivist building of understanding. In this brief review, we ask how music might facilitate the learning of science content in a manner consistent with the well-known pedagogical framework of Universal Design for Learning (UDL). In our view, UDL suggests certain distinct possible benefits of incorporating music into curricula, leading us to propose four models of practice. These four models are as follows: 1) students enjoy music together, 2) students critically analyze songs as texts, 3) students creatively augment existing songs, and 4) students create new songs. Model 1 can contribute to an inclusive learning environment, while models 2-4 can encourage cognitively rich active learning, and models 3-4 can additionally help students channel scientific understanding into the creation of authentic products. We conclude with comments on logistical issues that arise in implementing these four models, including the use of appropriate rubrics and the prioritization of artistic quality. NEW & NOTEWORTHY Instructors and students often find it fun to incorporate music into science classes. However, the casual usage of music in this context can unintentionally convey that science courses are mostly about memorizing scientific facts. In this article, the authors argue for a more nuanced approach to teaching science with music, rooted in Universal Design for Learning (UDL). [ABSTRACT FROM AUTHOR]

Fisheries extension programmes frequently fail to secure mandatory or voluntary adoption of bycatch reduction devices and techniques. Approaches for improving the outcomes of extension programmes are often based on ad hoc assessments and do not consider human behaviour or change theories. This paper offers an in-depth analysis of extension activities that led to various adoption outcomes in two prominent bycatch case studies in the United States: turtle excluder devices in shrimp trawl fisheries and dolphin bycatch in the tuna purse seine fishery. Using a grounded theory approach to text analysis of interviews and documents, I examine five periods of voluntary or mandatory adoption efforts. I explain the outcomes through the lens of diffusion of innovation theory. The most effective extension programme involved informative and persuasive efforts, enforced regulations, and commercially practical bycatch reduction devices. Voluntary adoption occurred under exceptional circumstances of public and political pressure and a device that offered substantial benefits to the adopter. The two periods of successful adoption applied the most core principles of diffusion theory. This paper concludes with recommendations for how change agents can apply diffusion theory to future fisheries extension programmes to improve the adoption of bycatch reduction devices. [ABSTRACT FROM AUTHOR]

This paper identifies, critiques, and offers suggestions for successful fisheries change initiatives to reduce bycatch. Through analysis of interviews and a workshop with fisheries change agents, we identified six themes. The first theme is that definitions of success varied between change initiatives. The other five themes relate to perceptions of best practices for change initiatives. They are the importance of (1) engaging diverse, motivated stakeholders in the initiative, in addition to fishers, (2) identifying and articulating clear benefits to fishers, (3) communicating with fishers early and throughout the initiative, particularly through face-to-face interactions and videos, (4) demonstrating positive change agent qualities, and (5) executing an appropriate and well-timed project. These best practices are widely recognized but have not consistently yielded widespread change. We hypothesize this is partly due to fisheries change agents being financially constrained, not measuring outcomes, and not having the proper training, such as knowledge of change management and human behaviour theories. We highlight one especially promising theory, change readiness, which includes cognitive and affective change readiness. We discuss the need to develop affective change readiness among fishers, given that change management research shows that emotions play an important role in the uptake of new ideas and changes. [ABSTRACT FROM AUTHOR]

Thirty-six years ago, NOAA's National Marine Fisheries Service began research on how to reduce mortality of sea turtles, Chelonioidea, in shrimp trawls. As a result of efforts of NMFS and many stakeholders, including domestic and foreign fishermen, environmentalists, Sea Grant agents, and government agencies, many trawl fisheries around the world use a version of the turtle excluder device (TED). This article chronicles the contributions of NMFS to this effort, much of which occurred at the NMFS Mississippi Laboratories in Pascagoula. Specifically, it summarizes the impetus for and results of major developments and little known events in the TED research and discusses how these influenced the course of subsequent research., Introduction Sea turtle, Chelonioidea, bycatch became a Federal management issue for the U.S. southeast shrimp trawl fishery in the 1970's after the listing of all seven sea turtle species under [...]

Bycatch can harm marine ecosystems, reduce biodiversity, lead to injury or mortality of protected species, and have severe economic implications for fisheries. On 12 January 2007, President George W. Bush signed the Magnuson-Stevens Fishery Conservation and Management Reauthorization Act of 2006 (MSRA). The MSRA required the U.S. Secretary of Commerce (Secretary) to establish a Bycatch Reduction Engineering Program (BREP) to develop technological devices and other conservation engineering changes designed to minimize bycatch, seabird interactions, bycatch mortality, and post-release mortality in Federally managed fisheries. The MSRA also required the Secretary to identify nations whose vessels are engaged in the bycatch of protected living marine resources (PLMR's) under specified circumstances and to certify that these nations have 1) adopted regulatory programs for PLMR's that are comparable to U.S. programs, taking into account different conditions, and 2) established management plans for PLMR's that assist in the collection of data to support assessments and conservation of these resources. If a nation fails to take sufficient corrective action and does not receive a positive certification, fishing products from that country may be subject to import prohibitions into the United States. The BREP has made significant progress to develop technological devices and other conservation engineering designed to minimize bycatch, including improvements to bycatch reduction devices and turtle excluder devices in Atlantic and Gulf of Mexico trawl fisheries, gillnets in Northeast fisheries, and trawls in Alaska and Pacific Northwest fisheries. In addition, the international provisions of the MSRA have provided an innovative tool through which the United States can address bycatch by foreign nations. However, the inability of the National Marine Fisheries Service to identify nations whose vessels are engaged in the bycatch of PLMR's to date will require the development of additional approaches to meet this mandate., Introduction The United Nations Food and Agriculture Organization (FAO) estimates that in recent years the world's fisheries annually discarded 7.3 million metric tons of marine life (Kelleher, 2005). This statistic [...]

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.shpsa.2007.09.005 Byline: Lekelia D. Jenkins Keywords: Expertise and experience; Bycatch; Tuna-dolphin; Invention; Conservation technology; Interactional expertise Abstract: The burgeoning field of studies in expertise and experience (SEE) is a useful theoretical approach to complex problems. In light of SEE, examination of the controversial and well known case study of dolphin bycatch in the US tuna fishery, reveals that effective problem-solving was hindered by institutional tensions in respect of decision-making authority and difficulties with the integration of different expertises. Comparing the profiles of four individuals, who played distinct roles in the problem-solving process, I show that (1) to address a complex problem, a suite of contributory expertises -- rarely found in one individual -- may be required; (2) formal credentials are not a reliable indicator of who possesses these necessary expertises; (3) interactional expertise and interactive ability are useful tools in combining the contributory expertises of others to yield a desirable collective outcome; and (4) the concepts of contributory expertise and no expertise are useful tools for understanding the actual contribution of various parties to the problem-solving process. Author Affiliation: 1220 East-West Highway, #216, Silver Spring, MD 20910, USA

Abstract In recent months, two major actions have been initiated that may change the landscape of sea turtle conservation and potentially ignite controversy. The first action involves an October 2001 [...]

Sharing good practices and experiences among stakeholders can help develop good practices in fisheries management. Facilitated knowledge exchanges among small-scale fisheries stakeholders can support the implementation of FAO's Voluntary Guidelines for Securing Sustainable Small-Scale Fisheries in the Context of Food Security and Poverty Eradication. Fisheries learning exchanges (FLEs) are one form of knowledge exchange that has become increasingly popular. FLEs are peer-to-peer gatherings in which fisheries stakeholders from different communities freely exchange information and experiences surrounding fisheries challenges and solutions. These are usually organized by fishers, Non-governmental Organizations and governments and are credited as an integral tool for the diffusion and adoption of fisheries management strategies. Despite their numerous perceived benefits, little research has been conducted on FLEs. This paper presents a case study of an FLE between Mozambique and Madagascar to explore how FLEs can aid in the sharing of experiences and good practices among small-scale fisheries stakeholders and the further application of those good practices. Nineteen key informant interviews were conducted with FLE participants as the main source of data. Subsequent analysis found that hands-on or informal activities and a diverse participant group were two factors that promoted knowledge sharing and learning among participants. Key recommendations for FLE organizers include: maximizing hands-on and informal activities, fully understanding the cultural norms at play when inviting participants, dedicating adequate time and personnel to make travel arrangements for participants, and providing financial and logistical support for participants to implement what they have learned after the FLE. The results from this case study should prove useful for other parties seeking to facilitate knowledge sharing through FLEs. [ABSTRACT FROM AUTHOR]

This document is a reply to a reflection by Dr. Surapaneni on the topic of music's potential to enhance learning in medical school. The authors agree with the claim that music can be integrated into medical education, and they reference a previous article by Harold Model, the founding editor of Advances in Physiology Education, who explored this subject. The authors declare no conflicts of interest and outline their contributions to the manuscript. The document includes references to two articles for further reading. [Extracted from the article]

This short communication piece presents guidelines and challenges for organizing fisheries learning exchanges (FLEs). Non-governmental organizations, government agencies, and resource users use FLEs to share best practices and bridge knowledge gaps between small-scale fishing communities and stakeholder groups. Even though FLEs are widely used and have numerous cited benefits, there are challenges associated with planning and implementing FLEs. To overcome these challenges and maximize FLEs’ effectiveness, the authors describe guidelines for FLE organizers. The guidelines are based on the perspectives of over 20 FLE experts collected during 2013 through questionnaires, interviews, discussions, and surveys. The guidelines include steps that organizers should take before, during, and after a FLE. For instance, there was broad consensus that before a FLE, it is important to select a diverse group of participants, including both conservation advocates and critics, and to create an exchange agreement outlining the roles and responsibilities of participants. During a FLE, cultural activities and daily reflections by participants are valuable to the exchange process. After a FLE, activities that formalize the participants’ involvement in the FLE are important, such as welcome-home ceremonies and participation certificates. Follow-up support for FLE participants is perceived as an essential step in the FLE and should be included in the FLE's budget. Finally, challenges in organizing FLEs are explicitly described and potential solutions to overcome those challenges are provided. The authors researched and compiled these guidelines and challenges to inform and improve the increasingly widespread use of FLEs. [ABSTRACT FROM AUTHOR]

Over the past decade, fisheries learning exchanges (FLEs), in which representatives from different fisher communities come together to share marine conservation challenges and solutions, have been produced by a range of non-government organizations (NGOs) and federal agencies. This paper presents an overview of the history and scope of FLEs. A literature review, questionnaire, expert workshop, and key informant interviews were conducted. A content analysis was performed of the key informant interviews using a grounded theory approach. This paper offers a formal definition of a FLE, describes different configurations of FLEs, discusses the utility, common objectives, and common outcomes of FLEs, and outlines a research agenda for future work on FLEs. Organizers have found FLEs to have four main utilities: 1) FLEs leverage peer-to-peer sharing so that participants open each other's horizons for improving fisheries and fishing 2) FLEs catalyze and speed change, 3) FLEs are good for sharing thoughts that are difficult to receive and accept, 4) FLEs facilitate involvement and commitment from relevant parties needed for change. The most commonly documented purposes of FLEs were related to marine reserves, fisheries management strategies, bycatch reduction, and alternative livelihoods to fishing. The most common objectives among the FLEs surveyed were to encourage action or behavior, to openly exchange ideas, and to introduce new technology. As a result of FLEs the common outcomes were that participants were inspired to make changes, new programs were implemented, relationships were built and connections made, and participants enhanced their understanding of marine management strategies. [ABSTRACT FROM AUTHOR]

This study examines the key characteristics of successful fisheries learning exchanges (FLEs). FLEs are peer-to-peer gatherings in which fishery stakeholders from different communities freely exchange information and experiences surrounding fisheries challenges and solutions. They are usually organized by fishers, non-governmental organizations and governments and are credited as an integral tool for the diffusion and adoption of fisheries management strategies. Despite their numerous perceived benefits within fisheries conservation and management, little research has been conducted on FLEs. This multiple case study addressed the research question: “What are the key characteristics of successful FLEs?” Success metrics were defined during a workshop on FLEs in 2013. For this study, the authors selected six successful FLEs that were presented during the workshop. Documentation of FLEs and key informant interviews with participants and organizers were used as data. The following key elements of successful FLEs emerged from analyses: (1) a clear guiding purpose and flexible objectives, (2) careful and considered selection of participants with diverse professions and conservation beliefs, (3) a mix of activities including giving presentations, conducting site visits, talking with local fishers, spending time on boats or in the water, and participating in cultural activities, and (4) logistical and financial follow-up support, including information dissemination about what participants learned at the FLE. Based on these results, the authors provide recommendations for conducting successful FLEs. [ABSTRACT FROM AUTHOR]

The Magnuson-Stevens Fishery Conservation and Management Act (MSA) is the primary law that codifies marine fisheries management in United States federal waters. The MSA was amended in 2006 with Section 610, an international provision that directs the Secretary of Commerce to unilaterally identify foreign nations engaged in the incidental capture (bycatch) of protected living marine resources (PLMRs) under specific conditions. In 2013 the United States identified Mexico for bycatch of a PLMR – the North Pacific loggerhead turtle – representing the first time a nation has been identified for bycatch under section 610. This paper evaluates the initial effects of the identification on loggerhead bycatch management efforts in Mexico and provides policy recommendations for improving the law and its implementation. In the wake of the unilateral identification, Mexico downplayed and denied the bycatch problem that their agencies had previously accepted and cancelled a bycatch research partnership between their federal fisheries science agency and U.S. researchers. Moreover, fishers invested in bycatch reduction and monitoring programs ceased to participate, jeopardizing their understanding of the problem and their co-development of bycatch solutions. However, the identification and subsequent consultation process ultimately resulted in Mexico implementing federal loggerhead bycatch regulations that are temporarily comparable with relevant U.S. measures. These regulations establish a temporary fisheries reserve (authorized for two years) that includes monitoring of bycatch, a loggerhead bycatch mortality cap, temporal and spatial restrictions on fishing gear and practices, and a closure of all finfish fisheries during the summer of 2016. As a result, turtle bycatch was likely substantially reduced in 2016, but at the cost of artisanal fishers' entire seasonal income. Policy recommendations are made, highlighting the need to: 1) better assess the socioeconomic, political, and environmental consequences associated with using the threat of trade sanctions to compel nations to reduce their bycatch; and 2) facilitate a more consistent consideration of bycatch data across nations such that the current policy does not create a disincentive for other nations to assess or report PLMR bycatch. [ABSTRACT FROM AUTHOR]

Abstract: This study examined the feasibility of gear substitution as a means to reduce bycatch and habitat impacts of fisheries, using a social–ecological systems approach. The U.S. west coast sablefish fishery is an excellent subject for this study, because it permits three different gear types and has a problem with bycatch of overfished species. Bycatch rates were highest in trawls and lowest in pots. Combining interview data with findings from a previous study, affirmed that habitat impacts were highest with trawls and lowest with longlines. Interviews with 44 individuals analyzed using grounded theory yielded several common themes in the opinions of gear substitution. Positive opinion themes included that it would allow better management of the fish populations by reducing bycatch and would allow more business options, flexibility, and increased profit for some trawlers. The main negative opinion theme was that gear substitution could decrease landings needed to support shoreside infrastructure. Most stakeholder groups saw some benefit in gear substitution. Notably, the trawlers voiced a unanimous preference for converting to pots rather than longlines. A scenario analysis revealed that the preferable management option would be long-term gear conversion, but incentives are likely to be an important means of encouraging gear conversion. This ecological impacts rapid assessment provided a regional evaluation of bycatch and habitat impacts that had never been conducted before for these gear types. It also provided scientific support for a regulatory change that legally allows trawlers to practice gear substitution. [Copyright &y& Elsevier]

The biology education literature includes compelling assertions that unfamiliar problems are especially useful for revealing students' true understanding of biology. However, there is only limited evidence that such novel problems have different cognitive requirements than more familiar problems. Here, we sought additional evidence by using chatbots based on large language models as models of biology students. For human physiology and cell biology, we developed sets of realistic and hypothetical problems matched to the same lesson learning objectives (LLOs). Problems were considered hypothetical if (i) known biological entities (molecules and organs) were given atypical or counterfactual properties (redefinition) or (ii) fictitious biological entities were introduced (invention). Several chatbots scored significantly worse on hypothetical problems than on realistic problems, with scores declining by an average of 13%. Among hypothetical questions, redefinition questions appeared especially difficult, with many chatbots scoring as if guessing randomly. These results suggest that, for a given LLO, hypothetical problems may have different cognitive demands than realistic problems and may more accurately reveal students' ability to apply biology core concepts to diverse contexts. The Test Question Templates (TQT) framework, which explicitly connects LLOs with examples of assessment questions, can help educators generate problems that are challenging (due to their novelty), yet fair (due to their alignment with pre-specified LLOs). Finally, ChatGPT's rapid improvement toward expert-level answers suggests that future educators cannot reasonably expect to ignore or outwit chatbots but must do what we can to make assessments fair and equitable., Competing Interests: The authors declare no conflict of interest., (Copyright © 2023 Crowther et al.)

The term conservation technology is applied widely and loosely to any technology connected to conservation. This overly broad understanding can lead to confusion around the actual mechanisms of conservation in a technological system, which can result in neglect and underdevelopment of the human dimensions of conservation technology. Ultimately, this hinders its effectiveness as technological fixes for conservation problems. Through a process of concept mapping based on key case studies and literature, I devised precise definitions of marine conservation technology and technological marine conservation system. Concerns about the use of marine conservation technologies included unintended consequences, halfway technologies that address the symptoms but not the causes of problems, and misguided techno-optimism (i.e., technology is a panacea that can solve any problem). Technology and technological systems can have power, politics, and culture, and these characteristics can influence the contextual fit of a technology, requiring that technology be thoughtfully created or adapted to the circumstances in which it will be used. Power, politics, and culture inherent in technology can also influence the distribution of conservation risks and benefits and potentially widen gaps in wealth, privilege, opportunities, and justice. Addressing these concerns can potentially be achieved through the better integration of social sciences in marine conservation technology and technological marine conservation system design and development and the application of the social-ecological-technological systems framework. This framework melds key concepts from the socioecological systems framework and science and technology studies. It recognizes as and elevates technology to be a central actor that can shape societies and the natural world. Such a framework incorporates broader understanding, so that the values and concerns of society are more effectively addressed in the creation and implementation of marine conservation technologies and technological marine conservation systems., (© 2021 The Authors. Conservation Biology published by Wiley Periodicals LLC on behalf of Society for Conservation Biology.)