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http://dx.doi.org/10.15523/JKSESE.2021.14.3.292

Carbon Literacy on Education in Connection with SDGs of the Pre-service Earth Science Teachers  

Kim, Yunji (Daegu University)
Publication Information
Journal of the Korean Society of Earth Science Education / v.14, no.3, 2021 , pp. 292-301 More about this Journal
Abstract
This study is a basic research to apply ESD linked to SDGs to pre-service teachers majoring in earth science education. The purpose of this study is to evaluate carbon literacy by analyzing the awareness, attitude and knowledge, subjective norms, and behavioral control of the carbon footprint internalized by pre-service teachers. Pre-service teachers recognize the carbon footprint as their responsibility, but are not willing to pay the cost and accept inconveniences of the actions to reduce carbon footprint. They also support actions to reduce carbon footprint, but do not demand the actions from others. While they have sufficient knowledge about carbon mitigation actions, their conception of causes and effects of global warming is unstable. Pre-service teachers will go out to school sites and teach millions of students about global warming. It is essential to educate these teachers on the economic cost and social responsibility of reducing their carbon footprints. It is also important to find ways to bridge the gap between their thought and action. It is hoped that this study on pre-service teachers' carbon literacy will lead to realizing ESD.
Keywords
carbon literacy; carbon footprint; global warming; education for sustainable development;
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