Proposed solutions to Ocean-related issues are linked to social values, environmental behavior, and marine governance, all of which necessitate individuals to possess Ocean Literacy (OL). The different frameworks and approaches to OL have been proposed. However, this diversity can cause ambiguity and complexity, and a comprehensive synthesis of the progress made is needed. Therefore, it is essential to provide specific examples that illustrate the relationship between OL and particular fields. This study examines an Aquaponics STEAM Program that cultivates plants and fish in a sustainable circular model for middle school students aged 13–14, aiming to enhance scientific inquiry skills and relational values (RVs) related to the OL components based on the theory of change. Results show significant differences in scientific inquiry skills between Group A, engaged in aquaponics activities, and Group B, which was not. Pre-survey analyses revealed a conflation of intrinsic and instrumental values, while post-survey results indicated that Group A could distinguish RVs, instrumental values, and intrinsic values, suggesting that hands-on experiences fostered this differentiation. Aquaponics activities can effectively cultivate OL frameworks and competencies aligned with school curriculum goals.