Scientist Highlight: Lizzie Thompson | Marine Science

Meet Lizzie Thompson, a marine science student based in Tauranga whose research is revealing how the ocean recovers after human activities and disasters like the MV Rena grounding at Otāiti/Astrolabe Reef.

Lizzie Thompson is completing her Master of Science (MSc) at the University of Waikato’s Coastal Marine Field Station (CMFS) in Tauranga, where she’s deep diving into the ecological implications of human-induced disasters—specifically using the MV Rena shipwreck at Otāiti/Astrolabe Reef as a control site.

Not all scientists wear lab coats!

Lizzie Thompson uses an underwater quadrat and camera to record observations at sampling sites.

Lizzie Thompson conducting a diving survey as part of her marine science research. Image supplied; © Lizzie Thompson

Her research dives into the hidden world beneath the sea’s surface, focusing on the sub-canopy dynamics of benthic communities—the animals, algae, and organisms living on the seafloor. She’s exploring how these communities have responded to the shipwreck and what recovery has looked like over time.

Underwater photo of a tagged reef site (labelled 55) densely covered in encrusting organisms, algae,

Same reef site immediately after scraping, showing a cleared patch with most surface organisms remov

The reef site 11 weeks post-scraping, showing early signs of recolonisation with regrowth of algae a

As part of her research, Lizzie Thompson is investigating how life returns to the reef after disturbance. In this investigation, she scraped a section of reef to simulate damage and monitor how different species recolonise the area over time (recruitment). This photo sequence shows a site before scraping, immediately after, and 11 weeks later. This method was performed at both high and low impact sites—high being closer to where the Rena struck, and low being further away. Images supplied; © Lizzie Thompson

Lizzie draws on a range of techniques, including environmental DNA (eDNA) sampling, benthic percent cover surveys, and reef fish monitoring. Each tool gives her a different window into how human impacts, such as climate change, are shaping life on the reef.

At the heart of her work are two key manipulation experiments:

• one is examining the high and low impact zones at Astrolabe Reef from the MV Rena and how recruitment differs at each site; she is studying how marine life grows back in areas which were heavily affected by the MV Rena compared to less-affected areas.

• the second analyses a larger-scale kelp transition zone clearance, replicating a larger storm event; this involves observing how sections of kelp recover after being cleared.

Lizzie surveying reef ecosystems underwater.

Lizzie preparing eDNA samples in the lab.

From lab bench to reef edge — Lizzie Thompson uses a range of tools, including eDNA analysis and underwater surveys, to study how marine ecosystems respond to disturbance. Images supplied; © Lizzie Thompson

Together, her findings are helping scientists, resource managers, and local communities better understand how marine ecosystems recover—and what makes some places more resilient than others.

In the end, Lizzie hopes her research will help inform smarter, more effective ways of caring for and protecting our oceans in an increasingly uncertain future.

To understand more about what led Lizzie to pursue a career in marine science, we asked her about her early experiences in science education.

1) What did you enjoy about science when you were at school, and why?

I always loved the practical side of science the most. Hands-on experiments and fieldwork made science come alive for me. I enjoyed exploring real-world problems and figuring out how to gather and interpret data to find solutions.

The real-life connection made science exciting and relevant. I could see how science applied to the world around me—it gave the subject purpose and made me want to keep exploring.

For Lizzie, science came alive through hands-on learning and real-world problem solving. Quadrat sampling — an activity science teachers will recognise from school field trips — takes on a new level of complexity underwater, where marine scientists like Lizzie use transect lines to monitor species patterns, biodiversity, and ecosystem recovery. It’s a powerful reminder of where school science can lead. Images supplied; © Lizzie Thompson

2) What led you to consider science as a career path?

I've always been a curious and observant person. I wasn’t satisfied with just knowing what something was - I had to understand why and how it worked. That deeper level of thinking and the need to figure things out naturally pulled me toward science.

I've also had a lifelong love for the ocean. Since I was a child, I've been fascinated by the ocean and all of the weird and wonderful animals in it. Combining my passion for discovery with my connection to the ocean made marine science a very obvious path for me.

Lizzie Thompson preparing surveying equipment.

Lizzie Thompson wearing a full-face diving mask and drysuit, preparing to dive.

Lizzie Thompson conducting an underwater survey using a quadrat frame, recording data.

For many students, the appeal of marine biology lies in the chance to work with nature, not just in a lab. Lizzie's journey shows that a love for the ocean and curiosity about how things work can grow into a career exploring wild and watery places. Images supplied; © Lizzie Thompson

3) What do you see as key learning experiences for students in science?

One of the most important things is encouraging curiosity—asking questions, even the ones that might feel silly. Science is all about inquiry, and students should feel safe exploring their thoughts and ideas without the fear of being wrong. 

I strongly believe in learning through experience. Being in the field, getting your hands dirty, and living what you’re learning builds a deeper understanding than any textbook can offer. My love for science was fuelled by time spent outdoors, in or under the water, and pursuing what I was passionate about outside of the classroom. 

Fieldwork in school was a highlight for me - but honestly, most of my scientific learning  happened outside the classroom. I was swimming before I could walk, and every spare  moment since has been spent exploring the natural world, especially the ocean. Following  my curiosity and passion taught me far more than I ever expected. I hope other students get to experience that too. You don’t have to wait to be taught; get out there and discover things for yourself.

Kaiako should get in touch with the Coastal Marine Field Station to find out about their huge variety of research projects, and how the University of Waikato can support a pathway into marine science.

For kaiako who would like to find out how Lizzie's research could broaden teaching and learning science, we have collated the following links and suggestions for learning experiences:

Curriculum and NCEA Links

Some but not limited to:

• NZC Living World - Ecology

• NZC NOS - Understanding about Science, Investigating in Science, Engaging with Science, Participating and Contributing 

• Science AS 91920 (1.1) Demonstrate understanding of a science-informed response to a local issue

• Science AS 91921(1.2) Demonstrate understanding of the use of a range of scientific investigative approaches in a context 

• Biology AS 91157 (2.5) Demonstrate understanding of genetic variation and change 

• Biology AS 91158 (2.6) Investigate a pattern in an ecological community with supervision

• Biology AS 91602 (3.2) Integrate biological knowledge to develop an informed response to a socioscientific issue

• Biology AS 91603 (3.3) Demonstrate understanding of the responses of plants and animals to their external environment

Suggested Learning Experiences

• Pattern seeking/exploring and observing rocky shore and sandy shore studies. Marine Metre Squared has some great resources around this including seashore identification guides and sampling methods for use on field trips. There are also data analysis guides, videos and other materials available. 

• Rūnā Moanamana is an educational partnership project between Yachting New Zealand, New Zealand Marine Studies Centre and Coastal People: Southern Skies Centre of Research Excellence. Its aim is to connect schools and kura with their local sailing club and support ākonga to become citizen scientists to research the impact of pollution, climate change and overfishing on marine ecosystems.​​​​​​​ The Moanamana programme can provide both a sailing experience for students and resource kits to support student investigations of marine ecosystems. The Moanamana programme has recently been established at the Tauranga Yacht Club.

• This virtual underwater transect activity created by James Cook University shows students what is involved in a real underwater transect study by scientist divers on an Australian coral reef. Students can use the video footage and images to carry out their own virtual investigation! This activity could also be adapted for use (with quadrat images in laminated/plastic sleeves) in a school pool to include swimming and snorkelling.  

• Identification and classification of marine species:

• Collection, examination and preservation of specimens from coastal habitats e.g sponges and seashells from beaches

• Logging observations of marine species on iNaturalist 

• eDNA sampling in marine habitats and waterways to characterise local biodiversity (species presence and abundance). Wilderlab is a New Zealand-based eDNA company that provides both sampling kits and a data analysis service. 

• Class projects, discussions, debates and presentations around the impacts of human activities in marine environments such as overfishing and pollution and human-induced changes such as ocean acidification and sedimentation from extreme weather events. Science Learning Hub and Marine Stewardship Council have extensive repositories of resources including videos, images, articles and downloadable PDF activities for teachers and students around marine ecology, human impacts and stewardship/conservation of the marine environment and marine Mātauranga Māori.

• Watch Taking Back Our Beach on NZ On Screen.

• Get The Rena Teacher Resource Kit from Hands on Tauranga.

• Get a copy of Mōtītī Blue and the oil spill. A story from the Rena disaster by Debbie McCauley

• Check out What Now for the Rena? by Maria Gill.

• Read "What a Disaster!" from School Journal (August 2012) Curriculum Level 2 (NZC07). Kaiako, your library might be able to order a copy for you through Down the Back of the Chair.

Acknowledgements: Thank you, Lizzie, for taking the time to share your work with us. This article has been published with permission from Professor Chris Battershill.

Please contact info@bayscience.nz in the event of any errors/suggestions or if you would like to contribute a spotlight article.