• 대한환경공학회지
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• 제30권12호
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• pp.1183-1189
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• 2008

• 한국과학교육학회지
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• 제32권5호
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• pp.938-953
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• 2012

이 연구의 목적은 중학생들의 기후변화에 대한 이해 증진과 미래의 기후변화에 대한 예측을 통해 기후변화에 대응하고 실천할 수 있는 능력을 길러 주기 위한 중학교 과학과 기후변화 교육 프로그램을 개발하고 적용하여 그 효과를 분석하는 것이다. 이 연구의 결과는 다음과 같다. 첫째, 중학교 과학과 교과시간을 위한 기후변화 교육 프로그램이 개발되었다. 중학교 과학과 기후변화 교육 프로그램은 8개의 주제가 기후변화의 현상과 원인, 영향 및 대응방안 등의 교육내용을 중심으로 중학교 교과 교육과정에 활용될 수 있도록 개발되었으며, 기후변화가 가지는 지구시스템 과학 교육의 특성과 지속가능 발전 교육의 통합적인 특성을 반영하도록 개발하였다. 둘째, 개발된 중학교 과학과 기후변화 교육 프로그램을 적용하여 효과를 분석하였다. 효과를 분석해 본 결과, 중학교 과학과 기후변화 교육프로그램은 학생들의 기후변화에 대한 지식 이해 수준 및 기후변화에 대한 인식 및 태도, 실천의지의 향상에 기여했음을 보여주었다.

• 한국환경교육학회지:환경교육
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• 제25권1호
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• pp.117-133
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• 2012

The purpose of this study was to develop a middle school science climate change education plan. The detailed contents of the study are as follows: First, a research study was conducted for understanding climate change and the direction and contents of the climate change education were set up. Second, the climate change education plan was prepared. The middle school climate change education plan were arranged through research study. The results of the study are as follows: First, the direction and contents of the climate change education were arranged. The direction of the climate change education was arranged to reflect the global science education system, sustainable development education, and youth leadership. Second, the middle school climate change education plan was arranged. The middle school climate change education plan includes a course of study and creative experience program. The plan for the course of study focused intensely on scientific study.

• 한국농림기상학회:학술대회논문집
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• 한국농림기상학회 2016년도 추계 학술발표논문집
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• pp.176-180
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• 2016

• 한국농림기상학회:학술대회논문집
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• 한국농림기상학회 2016년도 추계 학술발표논문집
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• pp.1-5
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• 2016

• 대한지구과학교육학회지
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• 제4권3호
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• pp.199-204
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• 2011

This study examines eighteen elementary teachers knowledge and teaching practrice of climate change using the KQEM survey, modified from the survey developed by Leiserowitz, A., Smith, N. & Marlon, J.R. (2010). The survey includes 11 questions from KQEM survey and 2 open ended questions about teachers' knowledge of climate change and their understandings of important climate change concept for elementary students. All of the participant teachers were purposefully selected for the study and were participated in the study volunteerly. The data for this study were analyzed both quantitatively and qualitatively. The result of this study indicates that the teachers have knowledge of climate change specifically about the topics of causes of climate change and consequences of climate change such as shifting biome and ecological impacts. While most of the teachers described climate change phenomena using scientific knowledge, some of the teachers (N=2) showed misconceptions about climate change phenomena. Most of the teachers thought the causes of climate change and potential solutions to reduce climate change are important concept that elementary students need to understand about climate change. Actually, most of the teachers are currently teaching the causes and consequences of climate change (N=13) potential solutions to global warming (N= 8). This study could inform teacher educators about what elementary teachers understand about climate change and what elementary teachers are currently teaching about climate change.

• Journal of Forest and Environmental Science
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• 제35권1호
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• pp.47-53
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• 2019

This study applies the concept of climate change vulnerability assessment in order to suggest climate change adaptation effects in a quantitative manner, given that previous studies have hitherto rely on qualitative assessment, as climate change adaptive policies are currently being implemented by local governments of Korea. The vulnerability assessment tool used in this study is VESTAP ("Vulnerability assESsment Tool to build a climate change Adaptation Plan"), which was developed by the Korea Adaptation Center for Climate Change (KACCC), and applied to gauge the vulnerability of pine trees to diseases and pests within Chungcheongnam-do. The climate change adaptation project for vulnerability improvement was assessed only in terms of forest disaster prevention and change in regional climate change vulnerabilities within 16 regions of Chungcheongnam-do as the result of 2016 Climate Change Adaptation Project (Forest Disaster Prevention Project). As a result, it was observed that climate change adaptive capacity has improved according to change in the area of forestland with disaster prevention, and the vulnerability indicator decreased, confirming the impact of the climate change adaptation (forest disaster prevention) project. Also, analysis of regional climate change adaptation project scales and change in vulnerabilities allowed us to determine the regional propriety of climate change adaptation (forest disaster prevention) projects launched in 2016.

• 한국작물학회:학술대회논문집
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• 한국작물학회 2023년도 춘계학술대회
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• pp.59-59
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• 2023

• 한국농림기상학회:학술대회논문집
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• 한국농림기상학회 2013년도 추계 학술발표논문집
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• pp.32-35
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• 2013

• 한국농림기상학회:학술대회논문집
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• 한국농림기상학회 2012년도 학술발표논문집
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• pp.97-100
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• 2012