참고문헌
- 교육부(2015). 중학교 교육과정, 교육부 고시 제2015-80호, <별책3>, 세종: 교육부.
- 극지연구소(2018.11.23.). 극지연구소, 교육기부 우수기관으로 선정. URL: https://www.kopri.re.kr/kopri/html/comm/0502.html?mode=V&no=0ecc7925c4427106ad5fc9b14d7a8d01
- 극지연구소(2019). 극지연구소 국문 브로셔. URL: https://www.kopri.re.kr/kopri/html/comm/050501.html
- 극지연구소(2020.02.18.). https://www.opri.re.kr/kopri/html/rsch/030101.html
- 김옥선(2011). 해외 극지 연구현황과 시사점. 과학기술정책, 182, 86-95.
- 손준호(2016). 초등학생의 기후소양 함양을 위한 프로그램 개발 및 효과: 탐구과정이 강조된 킬링 곡선(Keeling Curve) 활동을 중심으로. 대한지구과학교육학회지, 9(3), 292-308. https://doi.org/10.15523/JKSESE.2016.9.3.292
- 신형철(2017). 극지연구소 역할과 현황, 미래발전구상. 한국행정학회 학술발표논문집, 869-878.
- 오동현(2009). 정부출연연구원의 과학기술문화 활성화 방안에 관한 연구: 교육과학기술부 산하 정부출연 연구원을 중심으로. 성균관대학교 석사학위논문.
- 이윤수, 김형범(2019). 초.중등 교원연수 프로그램의 효과 분석: 국제지질자원인재개발센터를 중심으로. 대한지구과학교육학회지, 12(1), 82-93. https://doi.org/10.15523/jksese.2019.12.1.82
- 이홍금(2010). 거대과학으로서 극지연구의 추진방향. Future Horizon, 5, 4-5.
- 장순근, 이재학(2013). 극지와 인간. 안산: 한국해양과학기술원.
- 장신호(2011). 교육기부의 개념, 운영 사례, 해결과제 탐색(보고서 번호 OR2011-02-8). 서울: 한국교육개발원. URL: https://www.kedi.re.kr/khome/main/research/selectPubForm.do?plNum0=7992&tabGb=0
- 정예희, 김형범(2018). 국제지질자원인재개발센터의 지질교육 프로그램이 중학생들의 과학에 대한 태도와 교육만족도에 미치는 효과. 대한지구과학교육학회지, 11(3), 158-171. https://doi.org/10.15523/jksese.2018.11.3.158
- 해양수산부(2018.12.28.). 2019년 가장 주목해야 할 과학 이슈, 남극 빙하 연구. URL: https://www.gov.kr/portal/ntnadmNews/1723950
- 홍영란, 황은희(2014). 자유학기제를 활용한 교육기부 활성화 방안(보고서 번호 PP2014-10). 서울: 한국교육개발원.
- American Association for the Advancement of Science [AAAS] (2007). Communicating and learning about global climate change. Washington DC: Lonnie Thompson.
- Allison, I., & Beland, M. (2009). The state of polar research. Geneva: World Meteorological Organization.
- Beck, I., Huffman, L. T., Xavier, J. C. C., & Walton, D. W. H. (2014). Education and polar research: Bringing polar science into the classroom. Journal of Geological Resource and Engineering, 4, 217-221.
- Bouchard, F., Sansoulet, J., Fritz, M., Malenfant-Lepage, J., Nieuwendam, A., Paquette, M., ... & Habeck, J. O. (2018). Frozen-ground cartoons: Permafrost comics as an innovative tool for polar outreach, education, and engagement. Polar Record, 54(5-6), 366-372. https://doi.org/10.1017/S0032247418000633
- Gibney, E. (2019). What to expect in 2019: Science in the new year. Nature, 565(7737), 13-14. Retrieved from https://www.nature.com/articles/d41586-018-07847-3 https://doi.org/10.1038/d41586-018-07847-3
- Haury, D. L., & Rillero, P. (1994). Perspectives of hands-on science teaching. Columbus, Ohio: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
- Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 71(256), 33-40.
- Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201-217. https://doi.org/10.3102/00346543052002201
- Illingworth, S. M., & Roop, H. A. (2015). Developing key skills as a science communicator: Case studies of two scientist-led outreach programmes. Geosciences, 5(1), 2-14. https://doi.org/10.3390/geosciences5010002
- Intergovernmental Panel on Climate Change [IPCC] (2007). Climate change 2007: Synthesis report. Geneva, Switzerland: IPCC.
- Kaiser, B., Zicus, S., & Allen, B. (2010). Polar science and global climate: An international resource for education & outreach. Boston: Pearson Custom Publishing.
- Krupnik, I., Allison, I., Bell, R., Cutler, P., Hik, D., Lopez-Martinez, J., Rachold, V., Sarukhanian, E., & Summer hayes, C. (2011). Year 2007-2008: University of the Arctic. Rovaniemi, Finland: CCI Press.
- LeBuffe, J. R. (1994). Hands-on science in the elementary school. Bloomington, Indiana: Phi Delta Kappa Educational Foundation.
- National Science Education Standards [NSES] (1995). National science education standards: An overview. Washington DC: National Academy Press. Retrieved Jan 8, 2006 from http://books.nap.edu/html/nses/html/overview.html#organization
- Provencher, J., Baeseman, J., Carlson, D., Badhe, R., Bellman, J., Hik, D., ... & Zicus, S. (2011). Polar research education, outreach and communication during the fourth IPY: How the 2007-2008 international polar year has contributed to the future of education, outreach and communication. Paris, France: International Council for Science (ICSU). Retrieved from https://iasc.info/images/news/2011/ICSU_Report_Digital.pdf
- Roop, H. A., Wesche, G., Azinhaga, P. F., Trummel, B., & Xavier, J. C. (2019). Building collaborative networks across disciplines: A review of polar educators international's first five years. Polar Record, 55(4), 220-226. https://doi.org/10.1017/S003224741800061X
- Seels, B., & Richey, R. (1994). Instructional technology: The definition and domains of the field. Washington DC: Association for Educational Communications & Technology.
- Staver, J. R., & Small, L. (1990). Toward a clearer representation of the crisis in science education. Journal of Research in Science Teaching, 27(1), 79-89. https://doi.org/10.1002/tea.3660270108
- Wise, S. B. (2010). Climate change in the classroom: Patterns, motivations, and barriers to instruction among Colorado science teachers. Journal of Geoscience Education, 58(5), 297-309. https://doi.org/10.5408/1.3559695
- Xavier, J. C., Fugmann, G., Beck, I., Huffman, L., & Jensen, E. (2016). Education on biodiversity in the polar regions. In Castro, P., Azeiteiro, U. M., Bacelar-Nicolau, P., Filho, W. L., & Azul, A. M. (Eds.). Biodiversity and education for sustainable development (pp. 43-56). Cham: Springer International Publishing.