• Journal of the Korean earth science society
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• v.38 no.1
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• pp.91-104
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• 2017

The purposes of this study were to analyze high school students' understanding about the Earth system and systems thinking process, and to develop science writing programs designed to assess students' understanding about themes of Earth Science such as global warming, volcanoes, and desertification. A total of 8 $11^{th}$ grade students from general high schools participated in the writing program and draw the causal maps. The methods of this study are as follows. First, DAET-C was used to investigate the way of students' understanding about the Earth systems. What the students' best understood was the component of the Earth systems followed by the interaction of the Earth systems and the scientific literacy of Earth science. Second, feedback circulations on the causal maps were found in four students in global warming section, one student in volcanic eruption section, and four students in desertification section, which means that systems thinking was not largely employed by the students. Consequently, the student participants understood that the global change was happening in correlation with complex concepts and factors, but they were short of using systems thinking in their science study. Therefore, the result of this study suggests that more studies be conducted to develop systems thinking in Earth Science learning through science writing programs.

• Journal of the Korean Society of Manufacturing Process Engineers
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• v.19 no.7
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• pp.112-120
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• 2020

During the past decades, dramatic technology changes affected the life of billions of people around the globe. Although these changes resulted to economic benefits, mostly for the developed countries, the undiscerning development also resulted to many side effects, such as environment pollution, scarce natural resources, global warming, and an increase of the gap between "those who have" and "those who have not", among others. Also, since these developments were based on high technologies, they were not suitable for 90% of the underdeveloped countries. In this review, the possible ways of increasing the quality of life in underdeveloped countries are described, by providing adaptive solutions using appropriate technologies. Some successful applications of appropriate and intermediate technology are introduced, and the need for a new undergraduate education course of engineering design based on appropriate technology is proposed for Korea.

• Journal of the Korean earth science society
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• v.40 no.5
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• pp.487-501
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• 2019

In this study, steric height variability in the East Asian Seas (EAS) has been analyzed by using ocean reanalysis intercomparison project (ORA-IP) data. Results show that there are significant correlations between ocean reanalysis and satellite data except the phase of annual cycle and interannual signals of the Yellow Sea. Reanalysis ensemble derived from 15-different assimilation systems depicts higher correlation (0.706) than objective analysis ensemble (0.296) in the EAS. This correlation coefficient is also much higher than that of the global ocean (0.441). For the long-term variability of the thermosteric sea level during 1993-2010, a significant warming trend is found in the East/Japan Sea, while cooling trend is shown around the Kuroshio extension area. For the halosteric sea level, a dominant freshening trend is found in the EAS. However, below 300 m depth around this area, the signal-to-noise ratio of the linear trend is generally less than one, which is related to the low density of observation data.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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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 Korean Elementary Science Education
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• v.35 no.1
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• pp.111-122
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• 2016

The purpose of this study was to investigate elementary school students' awareness about socio-scientific issues and solutions about environmental topics by using their drawings. For this study, 489 students were participated in 3 provincial regions, Incheon, Dangjin and Pohang in Korea. The students participated in a drawing activity to express their ideas of the socio-scientific issues and solutions related to 'environmental problems.' The analysis of the data include that the students displayed most awareness towards air pollution, water pollution and trash problems. However, the global environmental problems such as global warming and climate change were perceived very low. The interesting thing was about 8% of the students, who drew global environmental problems, tried to explain their drawings using scientific knowledge. But they revealed misconceptions as well. For instance, they were not good at connecting their science knowledge with environmental problems. About 80% of the students drew the pictures, showing solutions in personal context. They mainly drew 3 kinds of solutions: 'Reduce trash', 'Preserve ecosystem' and 'Saving of resources & energy'. Most students suggested to administrate the action plans. About 19% of the students drew 'campaign to save the forest' or 'develop alternative energy' in social context. And only 1 student drew UN conference to solve the environmental problems in national context.

• Journal of the Korean earth science society
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• v.33 no.7
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• pp.672-682
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• 2012

The purpose of this study is to investigate elementary school science gifted students' perceptions about Earth systems and environmental problems. A total of 28 students in the attached center for science gifted education to the university participated in this study. Through the survey, participating students were asked to respond to their self-reported knowledge level, the perceived danger levels, certainty, and tangibility of the selected 13 Earth environmental problems. The DAET (Draw-An-Earth Test)-Checklist were developed and used to analyze the images of the Earth drawn by students. Additional interviews were conducted to clarify the meanings and components of students' image. Results indicated that a total of 80 components regarding Earth systems, 11 components of Earth systems interaction, and 4 components related to Earth systems literacy were identified through the DAET-Checklist and additional interviews. Regarding the students' self-reported knowledge level, they reported that they were most knowledgeable about air pollution, global warming, and water pollution. and they also recognized global warming, air pollution, and water pollution as the most dangerous problem. Results indicated that participants were certain that acid rain, air pollution, and water pollution were problematic, and that acid rain, air pollution, and forest desertification were tangible issues. It is anticipated that this study contributes to understanding the elementary school science gifted students' perceptions toward the selected Earth systems and environmental problems.

• Hwankyungkyoyuk
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• v.20 no.3
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• pp.89-101
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• 2007

The purpose of this study was to analysis natural disasters which can be applied environmental education for elementary students. For this study, the elementary society and science textbooks were selected. The results of this study are as follows. the society textbooks contain 2 units of the natural disaster in the 4th and 5th grades. In the science textbooks, 5 units of the natural disaster were showed in 3rd, 5th and 6th grades. The learning quantities were 4 hours in society textbooks and 7 hours in science textbooks. In society textbooks, the contents relating meteorological disasters were dominance. But the science textbooks were showed both meteorological and geological disasters. In aims of learning, while the society textbooks were focused as damages, prevention, counter-plan and restoring plan of the natural disaster, the science textbooks were emphasized damages. the photos in society textbooks, meteorological disasters were superiority in number; especially the flood and heavy rain were 76%. In science textbooks, the photos about earthquake were prominent as 40%. For activating environmental education in elementary school based on these results, it can be suggested that the effects of natural damage as tsunami and global warming should add to elementary textbooks. And the elementary teachers need to understand contents and photos relating environment problem in the elementary textbooks.

• Korean Journal of Environmental Biology
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• v.32 no.2
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• pp.95-101
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• 2014

In order to investigate effects of elevated $CO_2$ concentration and temperature on the ecological niche of Quercus serrata in Korea. We divided experimental condition in the greenhouse that are control (ambient condition) and treatment with elevated $CO_2$ (approximately 1.6 above than control) and increased air temperature (approximately $2.2^{\circ}C$ above than control). We measured twenty kind characters of seedlings and calculated the ecological niche breadth. As a result, the ecological niche breadth, treatment was widened in the light gradient than the control, was narrowed in the moisture and nutrient gradient. This is may be predicted when the global warming progress, Q. serrata is increases resistance to light environment, and decrease resistance to moisture and nutrient environment. According to the principal component analysis (PCA), control and treatment were arranged based on factor 1 and 2 in each environment gradients. Ecological response is involved variety characters. Among them, indicating that Characters of production is involved in many a parts.

• Journal of the Korean association of regional geographers
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• v.12 no.4
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• pp.437-448
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• 2006

Bare-topped thufur is called as frost scars, implying the rupturing stage of vegetated mounds, Field observations and measurements provide empirical information on the process and factors of thufur disintegration in Mt. Halla, Initial bare patches on mound apexes are scaled up by continuous removal of soil and vegetation, resulting in the formation of crater-like thufur, Frost action plays a primary role in thufur disintegration, In particular, pipkrake loosens soil particles within the bare patches and subsequently accelerates the degradation of vegetated mounds during periods with frequent diurnal freeze-thaw cycle and high soil moisture, Deflation also has an impact on thufur breakup in that the bare patches usually lack upper dark brown soil and are covered with granules, Withered shrubs such as Juniperus chinensis var. sargentii are frequently observed in frost scars and disrupted mounds, indicating that thufur disintegration has been probably influenced by global warming.

• Journal of Environmental Science International
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• v.26 no.5
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• pp.661-674
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• 2017

This study used questionnaires to investigate how pre-service elementary teachers understand ocean acidification. As a result of gender, female teachers were more aware of ocean acidification than male teachers, but male teachers had a higher average rate of correct answers, with a lower standard deviation. Teachers from the natural sciences knew more about ocean acidification than did teachers the liberal arts. Teachers ranked environmental crisis in order of most dangerous to least dangerous as follow: global warming and the greenhouse effect, ozone depletion, ocean acidification, and acid rain. About 46.7% of teachers learn about ocean acidification through education, followed by broadcasts, school lectures and the internet. The educational materials most desired for teachers were videos related to ocean acidification. Pre-service elementary teachers have two broad perspectives on ocean acidification. Firstly, they refer to economic loss and food shortages, and secondly, they note that there is a need for improved awareness and publicity about ocean acidification. The role of elementary school teachers is important because their awareness of environmental issues has a considerable effect on teachers perception of the environment. Revitalizing education on ocean acidification and government support are necessary to effectively communicate the seriousness of ocean acidification. Lastly, we need to study ocean acidification in detail so as to be able to persevere toward protecting our ocean ecosystem.