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http://dx.doi.org/10.5467/JKESS.2021.42.6.734

Elementary and Secondary School Teachers' Polar Literacy  

Chung, Sueim (Eunhaeng High School)
Choi, Haneul (Dongduk Girls' High School)
Kim, Minjee (Department of Science Education, Ewha Womans University)
Shin, Donghee (Department of Science Education, Ewha Womans University)
Publication Information
Journal of the Korean earth science society / v.42, no.6, 2021 , pp. 734-751 More about this Journal
Abstract
The purpose of this study is to prepare basic data to reflect polar literacy education in the school curriculum. The perception about the polar regions, teaching experience, and polar-related cognitive and affective characteristics of teachers were investigated. The survey was conducted among 56 elementary, middle, and high school teachers from schools from 10 major cities and surrounding regions, based on their perceptions of the polar region, current teaching status, polar knowledge, and beliefs and attitudes toward polar region and climate change. Results showed that although teachers' polar information efficacy was low, they positively evaluated the status of educators in resolving polar and climate change problems, and prioritized global citizenship values over practical purposes. The experience of teaching polar region and climate change issues at schools varied across subjects and non-subjects, but showed a passive aspect in teaching development, such as wanting to be provided with consolidated learning materials. On the cognitive aspect, teachers revealed an ambiguous understanding of the mechanisms and processes by which polar change and climate influence each other. On the affective aspect, most teachers showed strong beliefs and attitudes for polar-related issues beyond the school level, but their behavior choices were relatively lower. Based on the results, we propose the following as recommendations: providing opportunities and materials to promote polar knowledge, discovering educational materials in various contexts to form values and attitudes, developing educational materials from polar research materials, identifying misconceptions about polar knowledge among students and teachers, strengthening elementary school teachers' polar literacy, and cultivating positive attitudes and values toward polar issues.
Keywords
polar region; polar literacy; polar education; teacher's perception;
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