• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.167-180
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• 2013

A capstone design is regarded as one of cap courses in undergraduate engineering education because it requires most prerequisites and makes students experience real engineering design processes. There have been case studies to show how this subject should be organized, practiced, and optimized. This study shows one of the case studies by focusing offshore wind power, one of newly recognized renewable energy resources, especially targeting for the design of wind turbine foundation and submarine power cable protectors mainly because of current energy and global warming crisis. To pinpoint engineering design, the students'activities during the project and design procedures are monitored, evaluated, and recommended; hence, core factors are addressed to develop successful aim, theory, practice, and other necessities. These factors include creative problem solving abilities; recognition of engineering curriculum; selection of project theme based on significance, ripple effect, and education purpose; team organization by the full brain model; systematization of project process; realization of engineering design; and synthesis of evaluation. In the end, the aftermath and future works are discussed.

• Journal of the Korean earth science society
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• v.41 no.4
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• pp.405-414
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• 2020

In this study, we analyzed the development of high school students' argumentation through their writings on socio-scientific Issues (SSI) related to the Climate Change Unit in the Earth Science I curriculum. Pre- and post-writing assignments on the two main causes of global warming were analyzed and compared. In addition, an in-depth interview of the focus group was conducted with 7 students who showed a distinct change in the level of argumentation. According to the results, 16 of 52 students remained at the same argumentation level in pre- and post-writing assignments, and students remaining at Level 2 among five levels had difficulty in understanding the Toulmin's argument pattern (TAP) structure. Using the TAP structure, 29 of 52 students demonstrated increased argumentation levels in the post-writing assignments. The conclusions include that writing lessons on SSI using the TAP in Earth science classes can improve the level of high school students' argumentative writing, and that the level of students' argumentation can develop with the elaboration of their level of falsification. Also, it is suggested that the science curriculum should increase students' science writing competencies by specifying science writing as one of the goals.

• Journal of the Korean earth science society
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• v.21 no.5
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• pp.525-540
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• 2000

Global temperature trends of middle and upper tropospheres have been investigated using the data of satellite-observed Microwave Sounding Unit (MSU) channels 2-3(Ch2, Ch3) during the period of 1980-97 and three GCM (NCEP, ECMWF, GEOS) reanalyses during 1981-93. The global, hemispheric and tropical anomalies, computed from the data during the common period, have been intercompared in the following regions; ocean, land, and both ocean and land. The correlation with MSU in midtropospheric temperatures is the best (r=0.81${\sim}$0.95) in ECMWF, particularly over the tropics. The correlations in upper troposphere are lower (r=0.06${\sim}$0.34) due to poor quality of MSU Ch3 data consistent with previous result. The midtropospheric trends during 1981-93, obtained from MSU and three GCMs, show the global warming of 0.01${\sim}$0.18K decade$^{-1}$. The warmest years have been 1987 and 1991 in El Ni${\tilde{n}$o while the coolest 1993 and 1994 in La Ni${\tilde{n}$a. The warming (0.12${\sim}$0.13K decade$^{-1}$) in MSU over global ocean is similar to that over global land. The largest discrepancy in upper troposphere between MSU and GCMs has been found in the transition period (1984. 12-1985. 1) from NOAA 9 to 10, because of a sizable error in the MSU Ch3. The midtropospheric trends near the Korean peninsula during 1981-93 are almost negligible(-0.02K decade$^{-1}$) in MSU, but indicate significant warming (0.25-0.43K decade$^{-1}$) in GCMs. The trends are crosschecked and discussed with other two independent MSU data of Spencer and Christy (1992a, 1992b).

• Economic and Environmental Geology
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• v.53 no.2
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• pp.147-157
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• 2020

Mass change in the Antarctic Ice Sheet(AIS) is the most important indicator of changes in Earth's climate system including global mean sea level rise that are largely affected by ongoing global warming. In this study, AIS mass variations are examined with satellite gravity data and outputs from a regional climate model. The analysis of gravity data shows that along the coastal region the Western AIS has experienced a continuous and significant ice loss while a slight increasing in the Eastern AIS during the study period (2002.08-2016.08). The temporal and spatial variations in ice mass changes are recovered by a regional climate model, but the recovered amplitudes are much smaller than those of observations. This under-estimation is remarkably resolved by modifying a base flow field for the ice discharge. The recovered estimates based on the ice-flow field can explain about 97% of the rate of mass change in observations before 2009. This implies that changes in ice flow dynamics along the coast line plays a pivotal role in regulating long-term budget of ice mass in AIS.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.364-370
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• 2000

In this study, 10th-grade students' conceptions concerning acid rain, ozone layer, and greenhouse effect were investigated. A conception test that asked to explain about the three concepts and the relationships among them was administered to 137 students. Analysis of their responses indicated that students had lack of understanding about the definition of acid rain, the difference between greenhouse effect and global warming, and how to prevent the increase in greenhouse effect. They also confused ozone layer with greenhouse effect. Many students thought that there were causal relationships among the increase of acid rain, the destruction of ozone layer, and the increase in greenhouse effect.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.4
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• pp.1031-1041
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• 2016

Interests in the Polar Regions have been growing due to various factors such as depletion of natural resources and advanced resource development technologies, accelerated rate of polar ice melting as a result of global warming, etc. In particular, demand for the workforce related to vessel passage using the Northern Sea Route and polar studies is still expanding. The International Maritime Organization adopted the Polar Code in 2015 for the safety of ship operation in polar waters and it will enter into force from 2017. But education and training section in the code has been prescribed only for the safe navigation in the ice covered waters intended for navigational offices. There is no basic safety training requirement that applies commonly for all personnel exposed to the risk of the polar regions and the relevant study or discussion has not been made so far. Therefore, this study provides basic data for developing safety training courses for crew and other personnel by analyzing relevant regulations on polar safety training and the contents of relevant safety training in offshore industry required by the costal states adjacent to arctic ocean.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.134-143
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• 2008

We investigated the understanding of elementary school teachers on the current science issues. As a first step of the research, we choose 10 science issues which are influencing current society. Then we asked 119 elementary school teachers in Seoul, Inchon and Daejeon how important they think and how much they know the issues. As a result, we found that almost elementary school teachers know much on alternative energy, atomic bomb, nuclear power generation and global warming while they less know about high technology as Korean supersonic trainer($T-5^{TM}$) and Synchrotron radiation accelerator. Also we know that teachers take an interest on the articles about current science issues only for a while and forget to study on the issues for themselves. It is more important than whatever for the teachers to have exact understanding on current science issues in order to make civil society by acquiring the science literacy. Therefore elementary teachers and preliminary teachers should have a chance to study on current science issues. We suggest that teacher communities should be supported to improve the competency by cooperation.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.592-598
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• 2003

The purpose of this study is to analyze the tenth grade science textbooks as an origin of misconception on greenhouse effect concept and find incorrect descriptions on that concept and then suggest some improved schemes. Some incorrect descriptions, pictures. tables and experiments related to misconceptions on greenhouse effect were found in textbooks. They are considered to contribute to form and reinforce misconceptions on that concept : the most important gas of greenhouse effect, the role of $CO_2$ on the change of greenhouse effect. global warming. energy sources, greenhouse experiments and the physical processes of greenhouse effect. So some improved schemes were suggested

• Particle and aerosol research
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• v.13 no.2
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• pp.97-104
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• 2017

In order to characterize atmospheric aerosols in Chungcheong area, black carbon concentration, which is known to be closely related to global warming, was measured and compared with $PM_{10}$, $PM_{2.5}$ concentrations and various meteorological parameters such as wind velocity and wind direction. Multi Angle Absorption Photometer (MAAP), a filter-based equipment, was used for the black carbon measurement, and the $PM_{10}$, $PM_{2.5}$ concentrations, wind velocity and wind direction were provided by the local monitoring stations. Black carbon concentration was monitored to be high in spring and winter but low in fall. $PM_{10}$ concentration was observed to be high when westerly wind was strong.

• Journal of the Korean earth science society
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• v.27 no.7
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• pp.705-714
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• 2006

The purpose of this study was to explore the elementary students' perceptions of Earth systems and environmental issues. A survey was conducted to determine the students' perceptions on the following aveas: (1) the concepts of certainty and tangibility, (2) self-reported knowledge level, (3) perceived danger level of selected eight Earth systems and environmental issues, and (4) their primary information source on these issues. Results indicated that ozone hole, acid rain, El $Ni\widetilde{n}o$, and global warming were identified by the students as uncertain and intangible issues. Perceived certainty and perceived tangibility were highly positively correlated with self-reported knowledge compared to other relationships. The results also showed that learning from school was the most frequent information source for environmental issues. The second most frequently used source of information was television among several mass media sources. It is hoped that this study contributes to understanding the elementary school students' perceptions toward the selected Earth systems and environmental issues.