• Title/Summary/Keyword: greenhouse effect

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A Research on the Correct Concept of the Greenhouse Effect (온실 효과에 대한 바른 개념 고찰)

  • Shin Hyoun-Youn;Lee Du-Gon
    • Hwankyungkyoyuk
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    • v.19 no.2 s.30
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    • pp.122-132
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    • 2006
  • This research compared the mechanism of the greenhouse effect in the atmosphere with retaining warmth in the actual greenhouse, analyzed the styles of explaining the greenhouse effect in current textbooks, and investigated teachers' and students' degrees of understanding the effect. The mechanisms of the actual greenhouse and the greenhouse effect are not the same. Nevertheless, in all the current textbooks, the radiation phenomenon by the atmosphere is described as the 'greenhouse effect'. Using the words of the 'greenhouse effect' to refer to the effect of air being kept warm by the heat absorbing gases, causes confusion of concepts. To make learners understand the greenhouse effect exactly, concrete principles such as radiating electromagnetic phenomenon should be explained. However, teachers and current textbooks explained the radiating electromagnetic phenomenon as actual greenhouse. Therefore, it is difficult for learners to understand the greenhouse effect, scientifically. Because of this, learners maybe confused about greenhouse effect concepts.

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The analysis of students' ideas about the greenhouse effect (온실효과에 대한 학생들의 개념 분석)

  • Je, Kwi-Youn;An, Hui-Soo
    • Journal of The Korean Association For Science Education
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    • v.19 no.4
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    • pp.585-594
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    • 1999
  • The purpose of this study is to examine the concept of Greenhouse Effect as understood by middle school high school university students using a closed-form questionnaire. Based on results of the questionnaire which was administered to 619, the extent to which alternative concepts were held was quantified and compared the difference of various group based on grade level. gender, text and major. Also, subjects were divided into two groups, one is middle school students and the other is high school university students and common themes within conceptual framework of each group were identified by factor analysis. The result showed that students confused Greenhouse Effect with ozone layer depletion in stratosphere and linked familiar contamination around everyday life. acid rain. radioactive contamination, nuclear arsenal to Greenhouse Effect. These trends were more appreciable in female than male, biology major than any other major and text did not make any significant difference. In addition, the result of factor analysis showed that two groups linked familiar contamination around everyday life to Greenhouse Effect and high school university students understand the consequences of an increase in the Greenhouse Effect more systematically than middle school student, perceived the relation between the origin of an increase in the Greenhouse Effect and human activity but confused Greenhouse Effect with ozone layer depletion in stratosphere.

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Korean Fifteen-Year-Olds' Alternative Conceptions on the Greenhouse Effect Revealed in PISA Test Results (PISA 검사 결과에서 드러난 만15세 한국 학생들의 온실효과에 대한 대안적 개념)

  • Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
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    • v.24 no.3
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    • pp.668-674
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    • 2004
  • This study investigated Korean fifteen-year-olds' (mis)conceptions on the greenhouse effect based on the PISA results. Based on previous studies on students' ideas about the greenhouse effect, Korean students'understanding of the natural factors and human-induced factors of the greenhouse effect were analyzed. Students' misconceptions about causes of the greenhouse effect were also examined. In addition to CO2, Students mentioned CFCs, atmospheric pollution, water vapor and methane as greenhouse gases. Many students indicated that the greenhouse effect and ozone depletion have a causal relationship. Teaching implications of the misconceptions were also discussed.

The Sixth Grade Children's Understandings of the Greenhouse Effect (초등 6학년 학생들의 온실효과에 대한 이해)

  • Byun, Sung-Kook;Jang, Myoung-Duk
    • Journal of Korean Elementary Science Education
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    • v.34 no.4
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    • pp.434-446
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    • 2015
  • The purpose of this study was to investigate elementary school students' conceptions about the knowledge source and the mechanism about the greenhouse effect, and the relationship between the greenhouse effect and the global warming. Participants were 157 sixth graders (boy : n=79, girl : n=78) from six elementary schools located in the same city. The open-ended questionnaire was used to examine the students' spontaneous ideas depicted by their drawings and/or writings. The results of this study are as follows: First, although there is no the content on the greenhouse effect in the elementary school curriculum document, the children in this study indicated that the main source of their knowledge about the greenhouse effect came from 'school class' (31.8%); Second, although the children did not take a class about the greenhouse effect itself, 14.0% of children had a relatively high level of the mental model on the phenomenon; Third, more than 90% of the children did not have the correct understanding about the relation between the greenhouse effect and the global warming.

The Cooling Effect of PAD Location and FAN Capacity on Greenhouse (PAD 위치 및 FAN 용량에 따른 온실의 냉방효과)

  • 이석건;이종원;이현우;김길동
    • Proceedings of the Korean Society of Agricultural Engineers Conference
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    • 1999.10c
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    • pp.399-404
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    • 1999
  • This study were performed to find the cooling effect and to provide design data during summer season for the Pad& Fan system of greenhouse . The temperature variation along the greenhouse width were analyzed. Also, the effect of the pad location and fan capacity on the cooling of the greenhouse were analyzed. While Pad &Fan systems were operating the temperatures in greenhouse were very different along the meausring locations. It is recommeded that PAD location and FAN capacity should be considered to design the Fan and Pad system in order to provide greenhouse the optimum temperature condition.

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An Analysis of 10th Grade Science Textbook as an Origin of Misconception on Greenhouse Effect Concept (온실효과 개념에 대한 오개념 원인으로서의 10학년 과학 교과서 분석)

  • Kook, Dong-Sik
    • 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

Preservice Elementary Teachers' Understandings of the Key Concepts related to the Greenhouse Effect (초등 예비교사들의 온실효과 관련 핵심 개념들에 대한 이해)

  • Jang, Myoung-Duk
    • Journal of Korean Elementary Science Education
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    • v.34 no.1
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    • pp.15-31
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    • 2015
  • The purpose of this study was to investigate elementary student teachers' conceptions about the mechanism of the greenhouse effect, the greenhouse gases, the global warming, and their learning experiences of the greenhouse effect and the global warming. Participants were 82 student teachers in their second year of studies (science education: n=28, not science education: n=27) and in their fourth year of studies (science education: n=27). The open-ended questionnaire was used to examine the teachers' spontaneous ideas depicted by their drawings and/or writings. The results of this study are as follows: First, the student teachers' scientific response rate about key concepts related to the mechanism of the greenhouse effect was low (6.1%~28.0%); Second, although there are various greenhouse gases, it was only carbon dioxide that the student teacher's response rate was more than 80%; Third, only 17.1% of the student teachers clearly distinguished the greenhouse effect and the global warming; Fourth, there was a tendency that the student teacher group in the fourth year of studies and science education showed higher scientific response rate about the concepts than the other two groups.

The Conceptions of Pre-service Elementary Teachers about Greenhouse Effect, Ozone Layer Depletion and Acid Rain (온실효과, 오존층 파괴, 산성비에 대한 예비 초등교사들의 개념)

  • 백남권
    • Journal of Environmental Science International
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    • v.12 no.4
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    • pp.367-373
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    • 2003
  • The focus of this study was to identify and describe environmental preconceptions held by pre-service elementary teachers about three issues : greenhouse effect, ozone layer depletion and acid rain. Two hundred and twenty nine pre-service elementary teachers participated in this study. A 36 question survey was created by one of the authors. The questions focused on the cause, effects, and interactions of three environmental issues greenhouse effect of one layer depletion and acid rain. Pre-service elementary teachers answered the questions on a Likert scale. An analysis of the survey data indicated that the majority of pre-service elementary teachers possess an array of incorrect conceptions about the causes and effects of the greenhouse effect ozone layer depletion, and acid rain. and also many pre-service elementary teachers thought that there were causal relationships among the increase in greenhouse effect, the destruction of ozone layer, and the increase of acid rain.

The Conceptions of High School Students about Acid Rain, Ozone Layer, and Greenhouse Effect (산성비, 오존층, 온실 효과에 대한 고등학생들의 개념)

  • Han, Jae-Young;Jeong, Yeong-Seon;Noh, Tae-Hee
    • 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.

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Estimation of Indirect Greenhouse Effect by Non-methane Volatile Organic Compounds (비메탄계 휘발성유기화합물에 의한 간접 온실효과의 산출)

  • Choi, Eun-Hwa
    • Journal of Environmental Science International
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    • v.21 no.2
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    • pp.165-179
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    • 2012
  • Indirect $CO_2$ effect due to non-methane volatile organic compound (NMVOC) emissions from solvent and product use and fugitive NMVOC emissions from fuels in the Republic of Korea and 13 Annex I countries under United Nations Framework on Climate Change were estimated and the proportions of them to total greenhouse gas (GHG) emissions ranged from 0.092% to 0.45% in 2006. Indirect greenhouse effect ($CO_2$, $CH_4$, and $O_3$) were estimated at 13 photochemical assessment monitoring sites in the Republic of Korea using concentrations of 8 NMVOCs of which indirect global warming potential (GWP) were available. The contribution of toluene to mixing ratio was highest at 11 sites and however, the contribution of toluene to indirect greenhouse effect was highest at nine sites. In contrast to toluene, the contributions of ethane, butane, and ethylene were enhanced. The indirect greenhouse effects of ethane and propane, of which ozone formation potentials are the lowest and the third lowest respectively among targeted 10 NMVOCs, ranked first and fourth highest respectively. Acetaldehyde has relatively higher maximum incremental reactivity and is classified as probable human carcinogen however, its indirect GWP ranked second lowest.