Coding the ocean: methodological reflections on image-based grounded theory and visual content analysis in children's marine-themed drawings

This study explores children's conceptualizations of the ocean to bridge gaps in marine literacy assessment and overcome “textual bias” in traditional research. Integrating image-based grounded theory (IBGT), content analysis, and hermeneutics, we examined 954 drawings from a national competition in Taiwan through a four-phase analytical framework: compiling, disassembling, reassembling, and interpreting. The analysis identified 39 subcodes across three thematic dimensions, revealing significant age and gender differences; younger children favored imaginative and emotionally expressive imagery, while older children depicted more functional and socially interactive scenarios. These findings introduce the concept of “Visual Ocean Literacy” and position the “ship” as a symbolic link between humans and the sea. The results highlight critical gaps in marine industry awareness, offering insights for developing differentiated marine education curricula tailored to children's cognitive development.