Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
권호 표지
DOI QR코드

DOI QR Code

Elementary, Middle, and High School Students' Perception of Polar Region

초·중·고등학생들의 극지에 대한 인식

  • Received : 2021.08.16
  • Accepted : 2021.10.15
  • Published : 2021.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study is aimed to provide basic data to set the direction of polar literacy education and to raise awareness of the importance of polar research. Elementary, middle, and high school students' perception of the polar region was examined in terms of current status of polar information, impression regarding polar regions, and awareness of related issues. The study included 975 students from nine elementary, middle, and high schools, who responded to 16 questions, including close-ended and open-ended items. The results suggest that students had more experiences regarding the polar region on audiovisual media, but relatively limited learning experiences in school education. The impression they had of the polar region was confined to the monotonous image of a polar bear in crisis, following the melting of the glacier due to global warming. The students formed powerful images by combining scenes they saw in audiovisual media with emotions. In terms of recognizing problems in the polar region, the students were generally interested in creatures, natural environment, and climate change, but their interests varied depending on their school level and their own career path. The students highly valued the scientist's status as agents to address the problems facing the region, and gave priority to global citizenship values rather than practical standards. Based on the results, we suggest the following: introducing and systematizing content focusing on the polar region in the school curriculum, providing a differentiated learning experience through cooperation between scientists and educators, establishing polar literacy based on concepts that are relevant to various subjects, earth system-centered learning approach, setting the direction for follow-up studies and the need for science education that incorporates diverse values.

이 연구는 극지 연구의 중요성을 확산하고자, 극지 소양 교육 방향을 설정하는 기초 자료를 제공하기 위해 수행되었다. 초·중·고등학생들의 극지 인식을 극지 정보 획득 현황, 극지에 대한 인상, 극지 문제 인식 측면에서 조사했다. 초·중·고 9개교 학생 975명이 선택형과 서답형이 포함된 16문항에 대한 설문 조사에 참여했다. 연구 결과, 학생들은 시청각 매체를 중심으로 한 극지 경험이 많았고, 학교 교육에서 극지에 대한 학습 경험이 상대적으로 적었다. 극지에 대한 인상은 지구 온난화로 빙하가 녹으면서 위기에 처한 북극곰과 같은 이미지가 대부분이었다. 학생들은 시청각 매체에서 본 장면을 정서와 결합하면서 이미지를 형성했다. 극지 문제 인식 측면에서 학생들은 공통적으로 생물과 자연 환경, 기후 변화에 관심이 많았지만, 학교급 및 진로 희망에 따라 관심 분야가 달랐다. 학생들은 극지 문제를 해결하는 주체로서 과학자의 위상을 높게 평가했으며, 극지 문제에 대해 실용적 가치보다는 세계 시민적 가치를 우선했다. 이상의 결과를 바탕으로 학교 교육과정에서 극지 내용 수용 및 체계화, 극지 과학자와 교육자의 협력에 의한 차별화된 학습 경험 마련, 여러 교과에 생성력 있는 빅아이디어 중심의 극지 소양 설정, 지구계 중심의 학습 접근법, 후속 연구의 방향 설정, 다양한 가치를 수용하는 과학 교육의 필요성 등을 시사점으로 제시했다.

Keywords

Acknowledgement

본 연구는 2021년도 한국해양과학기술원 부설 극지연구소의 PAP 사업 지원을 받아 수행된 연구임.

References

  1. Anderman, E. M., and Midgley, C., 1997, Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298. https://doi.org/10.1006/ceps.1996.0926
  2. Allison, I., Beland, M., 2009, The state of polar research. World Meteorological Organization, Geneva, 16 p.
  3. Bae, J. H., 2019, Pre-service elementary school teachers' scientific literacy and perceptions, attitudes of climate change. Energy and Climate Change Education, 9(2), 95-103. (in Korean with English abstract)
  4. Bandura, A., 1997, Self-efficacy: The exersise of control. New York: W. H. Freeman.
  5. Beck, I., Huffman, L. T., Xavier, J. C. C., and Walton, D. W. H., 2014, Education and polar research: Bringing polar science into the classroom. Journal of Geological Resource and Engineering, 4, 217-221.
  6. Byrd Polar Research Center, 2020, https://byrd.osu.edu/create-classroom-ice-cores (December 1st 2020)
  7. Chang, S. K., Lee, B. Y., Chung, H. S., and Kang, S. H., 2003, Global environmental changes and the Antarctic. Journal of the Korean Earth Science Society, 24(3), 216-233. (in Korean with English abstract)
  8. Choi, H., Chung, S., Choi, Y., Kang, H., Jeon, J., and Shin, D., 2021, Analysis of polar education programs. The Journal of the Korean Earth Science Society, 42(1), 102-117. (in Korean with English abstract) https://doi.org/10.5467/JKESS.2021.42.1.102
  9. Chung, S., Choi, H., Choi, Y., Kang, H., Jeon, J., and Shin, D., 2021, Analysis of polar region-related topics in domestic and foreign textbooks. The Journal of the Korean Earth Science Society, 42(2), 201-220. (in Korean with English abstract) https://doi.org/10.5467/JKESS.2021.42.2.201
  10. Croatian Presidency of the Council of the European Union, 2020, Longterm low greenhouse gas emission development strategy of the European Union and its member states submission by Croatia and the European Commission on behalf of the European Union and its Member States.
  11. Francis, J. A. and Vavrus, S. J., 2012, Evidence linking Arctic amplification to extreme weather in mid-latitudes. Geophysical Research Letters, 39, doi:10.1029/2012GL051000
  12. Gil, Y., Song, H., Park, J., and Yoo, D., 2014, Analysis on primary students' perceptions and attitudes for climate change. Energy and Climate Change Education, 4(2), 81-89. (in Korean abstract)
  13. Hamilton, L. C. 2008, Who cares about polar regions? Results from a survey of U. S. public opinion. Arctic, Antarctic, and Alpine Research, 40(4), 671-678. https://doi.org/10.1657/1523-0430(07-105)[HAMILTON]2.0.CO;2
  14. Hamilton, L. C., 2015, Polar facts in the age of polarization, Polar Geography, 38(2), 89-106. https://doi.org/10.1080/1088937X.2015.1051158
  15. Hamilton, L. C., Cutler M. J., and Schaefer, A., 2012, Public knowledge about polar regions increases while concerns remain unchanged. Polar Geography, 35(2), 155-168. https://doi.org/10.1080/1088937X.2012.684155
  16. Hur, S. D., 2004, Antarctic mineral resources. Journal of the Mineralogical Society of Korea (Mineral & Industry), 17(2), 1-8. (in Korean with English abstract)
  17. Hur, S. D., Lee, J. I., and Woo, J. S., 2017, Polar research. Journal of the Geological Society of Korea, 53(4), 487-488. (in Korean with English abstract) https://doi.org/10.14770/jgsk.2017.53.4.487
  18. Intergovernmental Panel on Climate Change (IPCC), 2018, Global warming of 1.5 ℃: summary for policymakers. https://www.ipcc.ch/sr15/chapter/spm/(March 15th 2021)
  19. Intergovernmental Panel on Climate Change (IPCC), 2014, Climate Change 2014: Impacts, Adaptation, and Vulnerability. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge, UK: Cambridge University Press.
  20. Janice, M., Liesl, H.. Ocsar, S., and Josh, K., 2020, Key concepts in polar science: Coming to consensus on the essential polar literacy principles. The Journal of Marine Education, 34(1), 1-7.
  21. Jennifer, F., and Natasa, S., 2015, Evidence linking rapid Arctic warming to mid-latitude weather patterns. Philosophical Transactions: Mathematical, Physical and Engineering Sciences., 373, 1-12.
  22. Jeong, Y., and Ha, J., 2015, The comparative study of perception of the public and stakeholder to climate change adaptation. Journal of Climate Change Research, 6(2), 159-166. (in Korean abstract) https://doi.org/10.15531/KSCCR.2015.6.2.159
  23. Joung, Y. J., & Gunstone, R., 2010, Children's typically-perceived-situations of force and no force in the context of Australia and Korea, International Journal of Science Education, 32(12), 1595-1615. https://doi.org/10.1080/09500690903159352
  24. Joung, Y. J., 2009, Children's typically-perceived-situations of floating and sinking. International Journal of Science Education, 31(1), 101-127. https://doi.org/10.1080/09500690701744603
  25. Joung, Y. J., 2011, A Case study of typically-perceivedsituation of climate change. Energy and Climate Change Education, 1(2), 155-168. (in Korean abstract)
  26. Jung, C., Choi, K., Baek, E., and Paik, H. S., 2020, Development of KOPRI's experiential field trip programs for the spread of polar science culture. Journal of Korean Society of Earth Science Education. 13(1), 1-14. (in Korean with English abstract) https://doi.org/10.15523/JKSESE.2020.13.1.1
  27. Kathleen, C., and Megan, M., 2020, Bringing the ends of the earth to your classroom. The Journal of Marine Education, 34(1), 20-24.
  28. Kim, O. S., 2011, Current status and implications of overseas research about polar science. Science and Technology Policy, 21(1), 86-95. (in Korean with English abstract)
  29. Korea Polar Research Institute, 2018, https://www.kopri.re.kr/kopri/html/comm/0502.html?mode=V&no=0ecc7925c4427106ad5fc9b14d7a8d01&GotoPage=3 (November 23rd 2018)
  30. Korea Polar Research Institute, 2020, https://www.kopri.re.kr/kopri/ (December 1st 2020)
  31. Krupnik, I., Allison, I., Bell, R., Cutler, P., Hik, D., Lopez-Martinez, J., Rachold, V., Sarukhanian, E., and Summerhayes, C., 2011, Year 2007-2008: University of the Arctic. CCI Press, Rovaniemi, Finland, 695 p.
  32. Leiserowitz, A., 2005, American risk perceptions: Is climate change dangerous? Risk Analysis, 25, 1433-1442. https://doi.org/10.1111/j.1540-6261.2005.00690.x
  33. Park, N. B., 2021, Trends and implications of carbon neutral scenarios in the world and major countries. Journal of Energy & Climate Change, 16(1), 51-68. (in Korean with English abstract)
  34. Polar Literacy, 2021, https://polar-ice.org/polar-literacy-initiative/( August 1st 2021)
  35. The Arctic Council, 2020, https://arctic-council.org/en/(December 1st 2020)
  36. Salmon, R. A., Carlson, D. J., Zicus, S., Pauls, M., Baeseman, J., Sparrow, E. B., Edwards, K., Almeida, M. H., Huffman, L. T., Kolset, T., Malherbe, R., McCaffrey, M. S., Munro, N., Pomereu, J., Provencher, J., Rahman-Sinclair, A., and Raymond, M., 2011, Education, outreach and communication during the International Polar Year 2007-2008: Stimulating a global polar community. The Polar Journal, 1(2), 265-285. https://doi.org/10.1080/2154896X.2011.626629
  37. Secretariat of the Antarctic Treaty, 2020, https://www.ats.aq/devAS/Parties?lang=e (December 1st 2020)
  38. So, Y. H., 2008, A path analysis on the relationship of perceived social support, academic self-efficacy, achievement motivation, and academic achievement by a school grade. The Journal of Child Education, 17, 49-64. (in Korean with English abstract)
  39. Malka, A., Krosnick, J. A., and Langer, G., 2009, The association of knowledge with concern about global warming: Trusted information sources shape public thinking. Risk Analysis, 229(5), 633-647.
  40. Mcdonnell, J., Hotaling, L., Schofield, O., and Kohut, J., 2020, Key concepts in polar science: Coming to consensus on the essential polar literacy principles. Current: The Journal of Marine Education, 34(1), 2. https://doi.org/10.5334/cjme.42
  41. Ministry of Environment, 2008, Survey for public awareness of climate change action (Second report). (in Korean)
  42. Ministry of Environment, 2021, https://eiec.kdi.re.kr/policy/materialView.do?num=214076(May 24th 2021)
  43. Ministry of Foreign Affairs, 2020, http://www.mofa.go.kr/www/wpge/m_20149/contents.do (December 1st 2020)
  44. U.S. Global Change Research Program (USGCRP), 2018, Impacts, risks, and adaptation in the United States: Fourth national climate assessment (Vol. II, 1515 pp). [D. R. Reidmiller, C. W. Avery, D. R. Easterling, K. E. Kunkel, K. L. M. Lewis, T. K. Maycock, & B. C. Stewart (Eds)]. U.S. Global Change Research Program.
  45. White House, 2021, Biden-Harris administration launches American innovation effort to create jobs and tackle the climate crisis, https://www.whitehouse.gov/briefing-room/statements-releases/2021/02/11/biden-harris-administration-launches-american-innovation-effort-to-create-jobs-and-tackle-the-climate-crisis/(March 2nd 2021)