• Journal of the Korean earth science society
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• v.42 no.1
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• pp.102-117
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• 2021

This study analyzed the learning characteristics of polar education programs operated by polar research institutes in domestic and foreign countries and aims to provide directions for improving domestic polar education programs. Using the database provided by the Korea Polar Research Institute (KOPRI), 120 programs from 16 research institutes in 9nine countries were selected. Each program was analyzed based on educational level, instructor, education period, learning place, learning environment, learning content, and learning method. Significant differences in domestic and foreign programs in terms of instructors, operational methods, educational places, and learning methods were found. Based on these findings, we discuss the direction for improving domestic polar education by expanding the base of polar education, diversifying the learning methods, and systematizing polar education using examples of actual programs. Based on the scientific, social, economic, and cultural values and importance of the polar region, this study presents specific directions to further spread and sustain polar education and culture in Korea.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.209-223
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• 2023

This study was conducted to evaluate the effectiveness of a polar literacy education program for elementary and middle school students, and to derive implications for new education to respond to climate change. We developed modular education programs based on the seven principles of polar literacy established by the Polar-ICE team. We divided them into two courses, one emphasizing science concepts and another emphasizing humanities and sociological issues. We then selected and structured detailed programs suitable for the two courses. These two courses were applied to 26 elementary and middle school students for approximately 69 hours in a Saturday science class hosted by the Department of Science Education at a university in Seoul. The 26 students were divided into three groups. Two groups completed the science education program for polar literacy and a humanities and social studies education program for polar literacy, respectively. The third group, the control group, received general science education unrelated to polar literacy. Before and after running the programs, all three groups responded to a polar literacy test and questionnaires that used vocabulary and presented scenes associated with polar regions. The test results were expressed using Wilcoxon signed ranks, which is a non-parametric test method, and improvements made upon completion of the program were analyzed. From a cognitive aspect, all three groups showed improvement after completing the program in the knowledge area; however, the experimental groups showed a greater degree of improvement than the control group, and there was a clear difference in the contents or materials explicitly covered. From an affective aspect, the difference between before and after the program was minor, but the group that focused on humanities and social issues showed a statistically significant improvement. Regarding changes in polar imagery, the two experimental groups tended to diverge from monotonous images to more diverse images compared to the control group. Based on the above results, we suggested methods to increase the effectiveness of polar literacy education programs, the importance of polar literacy as appropriate material for scientific thinking and earth system education, measures to improve attitudes related to the polar region, and the need to link to school curriculums.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.1-14
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• 2020

The goal of this study is to develop a hands-on type polar field trip program to inform the importance of the recent polar research and to contribute to the spread of polar science culture. For this purpose, the direction of program development and field trip course were established based on the current Korea Polar Research Institute tour program and research exhibition facilities analysis. Based on this, a total of 6 types field trip programs were developed, including one basic tour program and one optional experience program for the overall introduction of polar research institutes and polar science fields, and four optional experience programs for each education participant that enables field trips and professional experiential learning activities by polar science field. The developed program was revised and supplemented through a total of two trials, and a field trip program manual was produced, including guidance scripts, experience kits, activity sites, and instructor guides for each field trip. At the end, a follow-up study was proposed based on the significance and research results of the developed program.

• Maritime Security
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• v.1 no.1
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• pp.311-343
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• 2020

Because of the global warming, the Arctic Ocean is expected to be ice-free by the year 2035. When the Arctic Ocean will be opened, a number of national interests will become more salient as experiencing a shortened sailing distance and decreasing navigation expense, possibility of natural resources transport by sea from Arctic Circle, and indirect-profit making by building a herb port in Asia. To secure the national interests and support the free activities of people in this region, R.O.K government is trying to make advanced policies. In order to carry out the naval tasks in the Arctic Ocean, using the operational characteristics(mobility, flexibility, sustainability, presence of capabilities, projection) is necessary. To this end, ROK Navy should analyze the operational environment (O.E.) by its capability(weakness and strength), opportunity, and threat. R.O.K. Navy should make an effort over the following issues to implement the tasks in the Arctic Ocean: first, Navy needs to map out her own plan (Roadmap) under the direction of government policies and makes crews participate in the education·training programs in home and abroad for future polar experts. Third, to develop the forces and materials for the tasks in cold, far operations area, Navy should use domestic well-experienced shipbuilding skills and techniques of the fourth industrial revolution. Next, improving the combined operations capabilities and military trust with other countries in the Arctic region to cover the large area with lack of forces' number and to resolve the ports of call issues. Lastly, preparation in advance to execute a variety of missions against military and non-traditional threats such as epidemics, HA/DR, SOLAS, in the future operation area is required.