• Journal of the Korean earth science society
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• v.43 no.3
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• pp.446-463
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• 2022

This study suggests the need for polar literacy education as an effective conceptual system to explain climate change in terms of science education in line with the common effort of humankind to respond to global environmental changes. To this end, we investigated the status of polar literacy in high school students through quantitative tests and qualitative interviews and discussed the resulting implications. A total of 329 high school sophomore students from two high schools participated in a test consisting of 25 true and false questions developed by referring to the Polar Literacy Principles, while 13 students agreed to be interviewed. The results showed that a somewhat insufficient understanding and conceptual gaps appeared regarding several areas of the Polar Literacy Principles. Knowledge of the geographic features of the polar regions was weak, and little was known about the components and key characteristics of the cryosphere. The lack of understanding of these concepts results in the inability of students to link the operational mechanisms of polar and global climate change sufficiently. While accepting unsatisfactory concepts in the school curriculum without criticism from outside media, students perceived the mechanism of climate change as somewhat monotonous or distorted. Moreover, linguistic information, analogies, and visual observation were used as cognitive strategies to compensate for the ambiguous understanding of polar and climate change. Based on the abovementioned results, we argue that polar literacy education should be introduced as a new knowledge system that can be used to aid a systematic and comprehensive understanding of climate change within the school science curriculum. Additionally, we suggest the following implications: review the consistency of knowledge related to polar literacy in other subjects, provide critical standards for out-of-school media information related to climate change, examine students' misconceptions, and identify improved thinking strategies.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.734-751
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• 2021

The purpose of this study is to prepare basic data to reflect polar literacy education in the school curriculum. The perception about the polar regions, teaching experience, and polar-related cognitive and affective characteristics of teachers were investigated. The survey was conducted among 56 elementary, middle, and high school teachers from schools from 10 major cities and surrounding regions, based on their perceptions of the polar region, current teaching status, polar knowledge, and beliefs and attitudes toward polar region and climate change. Results showed that although teachers' polar information efficacy was low, they positively evaluated the status of educators in resolving polar and climate change problems, and prioritized global citizenship values over practical purposes. The experience of teaching polar region and climate change issues at schools varied across subjects and non-subjects, but showed a passive aspect in teaching development, such as wanting to be provided with consolidated learning materials. On the cognitive aspect, teachers revealed an ambiguous understanding of the mechanisms and processes by which polar change and climate influence each other. On the affective aspect, most teachers showed strong beliefs and attitudes for polar-related issues beyond the school level, but their behavior choices were relatively lower. Based on the results, we propose the following as recommendations: providing opportunities and materials to promote polar knowledge, discovering educational materials in various contexts to form values and attitudes, developing educational materials from polar research materials, identifying misconceptions about polar knowledge among students and teachers, strengthening elementary school teachers' polar literacy, and cultivating positive attitudes and values toward polar issues.

• Bulletin of the Society of Naval Architects of Korea
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• v.32 no.4
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• pp.57-63
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• 1995

극지개발을 위해서는 극지의 혹독한 자연환경을 대상으로 하는 과학지식과 극지에서 사용되는 특수시설과 장비를 설계, 시공 그리고 운용하는 공학기술이 요구된다. 극지관련 공학기술은 저 온용재료 관련기술, 도로나 교량, 건축물과 같은 극한지 천연자원의 시추와 생산, 수송을 위한 해양구조물과 파이프라인 관련기술, 그리고 얼음의 재료특성에 관한 이론 및 실험으로 크게 구 분할 수 있다. (Table 1). 극지용 구조물과 빙해항행선박 (쇄빙선) 은 일반 해역에서 운용되는 구조물에 비해 형상, 구조강도, 의장, 저온특수설비 등에서 새로운 개념의 기술이 요구되기 때 문에 금후 국내 조선해양산업계가 지향해야 할 고도의 기술집약형 건조물이다. 또한 최근 들어 국내에서도 시베리아 천연자원의 해상운송을 위해 빙해역을 운항할 수 있는 유조선이나 일반 화물선을 확보해야할 필요성이 대두되고 있으며, 또한 국내 조선업계의 생산기술이 비약적으로 발전함에 따라 외국으로부터의 빙해항행선박의 수주도 이루어지고 있으나 아직 이들 선박의 설계를 위한 독자적인 기술은 미흡한 현실이다. 극지개발은 이론적 접근과 함께 실험에 의한 신뢰성 있는 자료를 축적해야 한다. 이를 위해서는 빙해수조(,ice model basin)의 건조나 빙역학 실험을 위한 냉동실험실 (cold room)의 건립을 위한 초기투자가 절실히 요구되며 산업계의 수 요에 따른 포괄적인 산학협동연구가 진행되어야 할 필요가 있다. 빙해수조와 냉동실험실은 빙 해역에 직접 접하지 않은 국가에서 극지공학 연구에 참여하기 위한 필수적인 시설인데 table 2에 대표적인 빙해수조의 설치장소와 규모에 대하여 정리하였다. 이 글은 우리 나라가 쉽게 접할 수 없는 극지환경을 이해하고 가까운 장래에 예상되는 수주경쟁에 대비하여, 국내외의 극지개발 동향을 분석하고 이에 대한 국내의 극지관련 연구의 현황과 앞으로의 전망을 살펴보기 위하여 준비된 것이다. 이 글에서는 극지공학 일반보다는 조선해양분야에 관련된 내용만으로 국한한다.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.19-32
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• 2022

The need for polar education was further emphasized, depending on the importance of the pole, which is the best place for climate change detection and prediction, and treasure trove of future technology and resources. Therefore, this study analyzed the general cognitive and affective characteristics of elementary school students' polar literacy, and in addition, analyzed the cognitive and affective characteristics according to the level of diversity about polar experience. The items developed for the study were revised through a pilot survey of 43 fifth graders. They consisted of questions about gender, polar experience, scientific literacy, polar knowledge, polar literacy skills, polar literacy beliefs, and polar literacy attitudes. The types of questions used are selectable, reliable, and Likert (4 points), for a total of 66 questions. The students who participated in the study were 323 fifth grade elementary students. The study found that students were more interested in the dramatic consequences of polar changes than the scientific causes and processes associated with it. This is confirmed through the fact that they are more interested in and familiar with polar creatures suffering from polar changes than understanding ice, which is the main feature of and the central mechanism of polar changes. Students also recognized the issue of polar climate change as a global issue other than their own. They believe that what happens in the Arctic and Antarctica will affect the whole world, but not significantly to himself and his community. The level of knowledge about polar region and the ability to analyze and infer were not significantly related to each other, and students with a higher level of diversity of experience about polar region had a better understanding of polar science and technology. In this research, it is meaningful to check the characteristics related to the students' polar region and to use it as a basic data to show the direction in which polar literacy education should proceed in the future.

• Journal of the Korean earth science society
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• v.44 no.2
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• pp.169-183
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• 2023

This study analyzed students' polar literacy in an effort to promote polar education based on its high educational value. The polar literacy test items developed for this study consisted of questions about knowledge, skills, attitudes, and beliefs about the polar region, as well as background variables of students. The final test items, which were revised and supplemented several times through the preliminary test, were applied to 323 eighth graders in South Korea. We analyzed the response characteristics of the polar literacy questions for all students. Students were grouped into those with a global citizenship perspective and those with a pragmatic perspective, according to the viewpoint of polar issues and their polar literacy. Analysis showed that the students had a high understanding of climate change and living things in the polar regions, but had a very low understanding of ice, which is a key component of the polar regions. Moreover, they were unable to approach the Earth system thinking when dealing with polar issues. In addition, the global citizenship group had a higher intellectual understanding and deeper sympathy of the polar problem than the pragmatic group. This study is meaningful in that the survey results present a specific direction for future polar education.

• Proceedings of the Computational Structural Engineering Institute Conference
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• 2010.04a
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• pp.126-131
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• 2010

본 논문에서는 극지 빙해역을 운항하는 쇄빙선박이나 해양구조물에 작용하는 해빙의 재료특성을 계측할 수 있는 간이 실험 장비를 제작하였다. 극지 빙해역을 운항하는 쇄빙선박의 빙저항이나 해양구조물에 작용하는 빙하중을 추정하기 위해서 극지 현장에서 실규모의 시험을 수행하게 되는데, 저온과 얼음이라는 악조건을 극복하기 위한 빙역학 기술과 특수 장비가 필요하다. 국내에 한국해양연구원 MOERI 빙해수조가 완공됨에 따라 얼음의 특성을 고려한 모형빙 재료특성 시험용 계측장비가 일부 마련이 되었으나 빙해역 현장 시험에 대한 경험이 전무하며, 계측장비에 대한 지식과 기술 역시 확보되지 못한 실정이다. 본 연구에서는 차후 쇄빙연구선 ARAON호를 이용한 빙해역의 실선계측 시 해빙의 강도를 측정하기 위한 계측시스템 마련의 일환으로 시험편 획득을 위한 코어링 장비와, 해빙의 재료특성 중 1축 압축강도를 측정하기 위한 간이 압축시험기 그리고 얼음의 결정구조를 파악하기 위한 편광기를 제작하였다. 또한 극지 현장실험에 적용할 실험기법 확보를 위한 일련의 과정을 마련하기 위해 제작된 장비를 이용해 소양호에서 현장실험을 수행하였고 계측된 결과를 참고문헌과 비교해본 결과 유사한 값을 갖는 것을 확인할 수 있었다.

• 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 Marine Environment & Safety
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• v.21 no.1
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• pp.40-46
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• 2015

Arctic Ocean has rapidly melted due to global warming, by this, commercial ship has been operating through the area. Reason to develop the Northern Sea Route(NSR) even in extreme conditions, the distance than the existing route is shortened, which bring economic benefits. For these reason, the International Maritime Organization(IMO) established safety standards of the Arctic navigation(Polar Code) in order to ensure safe operation in the Northern Sea Route. In this study, it has been described ice types and safety standards of Artic vessel what officer needs to know for safe navigation on the Arctic Ocean. And It was verified by simulation the theoretical knowledge for the safe operation of the Arctic vessel. As a result, it was found that ship needs to reduce speed and analyze ice for safe operation before enter into the ice, it is necessary to enter at right angle to break ice safety and efficiently. Also according to the result of the simulation of navigation entering in ice channel(Lead), it was difficult to change course, it is believed that require emergency training for passing Vessel. In the future, It shall be analyzed precisely under various conditions of scenario.