• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.27-39
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• 2019

The purpose of this study is to develop a STEAM program for teaching climate change through CLAMP (Climate-Leaf Analysis Multivariate Program) paleoclimate inquiry in connection with high school 'Integrated Science' subject. In order to do so, we analyzed the 2015 revised national curriculum and science textbook in terms of the PDIE instructional design model, and developed the teaching-learning materials for 10 class hours through expert panel discussion and pilot test. According to the STEAM class procedure, in the situation presentation stage, the fossil leaves were collected from the dicotyledon plants near school, and the LMA (Leaf Margin Analysis) climate inquiry activity. was presented as the learning goal. During the creative design stage, students were taught about geology and leaf fossils in the study region, and CLAMP input data (31 characteristics of morphotype and leaf architectural of fossil leaves) were given. In the emotional experience and new challenge stage, we collected leaf fossils for outdoor learning, explored paleoclimate with CLAMP method, and promoted climatic literacy in the process of discussing tendencies and causes of Cenozoic's climate change. The validity of the development program was assessed (CVI .84) as being suitable for development purpose in all items through the process of establishing reliability among expert panel. In order to apply the program to the high school, a pilot test was conducted to supplement the discrepancies and to review the suitability. The satisfaction rate of the participants was 4.48, and the program was complemented with their opinions. This study will enable high school students to have practical knowledge and reacting volition for climate change, and contribute to fostering students' climate literacy.

• 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.

• Proceedings of the Korea Water Resources Association Conference
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• 2022.05a
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• pp.33-33
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• 2022

팔당댐 유역은 수도권 2600만 인구의 상수원으로, 수도권 전체 물 소비량의 90.2%에 달하는 물을 공급하고 있어 중요성이 상당히 크다. 하지만 기후변화로 한반도에 극한기후의 발생 빈도가 증가하면서 미래 수자원 관리가 더욱 어려워질 전망이다. 이에 본 연구에서는 모형 구축을 통해 기후변화가 팔당댐 유역의 수자원에 미치는 영향을 정량적으로 평가하고자 하였다. 본 연구는 저수량이 높은 다목적댐이자 상류에 위치하는 소양강댐, 충주댐의 유역의 유입량을 수문모형인 VIC model로 모의하였다. 댐의 존재에 따른 하류의 유량 교란을 고려하기 위해 딥러닝 기반의 LSTM 예측 모형을 활용하였고 각 댐의 방류량을 예측하였다. 보정 기간(1986-2019), 검증 기간(2020)에 대한 방류량 예측 모형의 NSE는 0.9407, 0.6449로 높은 예측성능을 보였다. 팔당댐 유입량 예측에도 LSTM이 활용되었고 소양강댐, 충주댐의 방류량과 두 유역을 제외한 잔여유역의 기상변수인 강우량, 온도, 풍속이 입력되었다. 팔당댐 유입량 예측 모형의 NSE는 보정 기간(1986-2019), 검증 기간(2020)에 대해 각 0.9990, 0.7878로 유입량을 정확도 높게 예측하였다. 기후변화의 영향을 평가하기 위해 기상청에서 제공하는 RCP4.5의 상세화된 고해상도(1km) 미래 기상자료를 구축된 모형에 입력하여 미래의 팔당댐 유입량을 모의하였다. 모의 결과, 미래 기간에는 팔당댐 일 유입량의 변동성이 증가하면서 유황이 불안정해지고 극한에 해당하는 빈도 갈수량이 크게 감소하는 것으로 예측되었다. 따라서 극한기후로 인해 물 공급이 제한되는 재난 상황에 대비하여 물 공급에 대한 자립성을 높일 수 있는 새로운 물관리 정책이 필요할 것이다.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.153-165
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• 2023

This study investigates learners' environmental literacy, classifies the results by factors of environmental literacy, and then investigates the differences in the students' environmental behavior practice experiences according to the classification by factor. The study was conducted with 47 6th grade students from D elementary school located in P metropolitan city as the subject of final analysis, and environmental literacy questionnaires and environmental behavior practice experience questionnaires were used as the main data. As a result of the study, the learners were classified into three groups according to the factors of environmental literacy, and they were respectively named as the "High environmental literacy group", "low environmental literacy group", and "Low Function and Affectif group". A Word network was formed using the descriptions of environmental behavior practice experiences for each cluster, and a Degree Centrality Analysis was performed to visualize and then analyze. As a result of the analysis, "High environmental literacy group" was confirmed, 1) recognized the subjects of environmental action practice as individuals and families, 2) described his experience of environmental action practice in relation to all elements of environmental literacy, and had a relatively pessimistic view. "low environmental literacy group", and "Low Function and Affectif group" were confirmed 1) perceive the subject of environmental behavior practice as a relatively social problem, 2) the description of the experience of environmental behavior practice is relatively biased specific factors, and the "Low Function and Affectif group" is particularly focused on the knowledge element. And 3) it was confirmed that they were aware of climate change from a relatively optimistic perspective. Based on this conclusion, suggestions were made from the perspective of environmental education.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.113-123
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• 2017

This research is designed to review the systems thinking and STEAM theory while ascertaining the effects of the classroom application of the STEAM programs based on systems thinking appropriate for studying climate change. The systems thinking based STEAM program has been developed by researchers and experts, who had participated in expert meetings in a continued manner. The program was applied to science classes over the course of eight weeks. Therefore, the application effects of the systems thinking based STEAM program were analyzed in students' systems thinking, STEAM semantics survey, and students' academic achievement. The findings are as follows. First, the test group has shown a statistically meaningful difference in the systems thinking analysis compared to the control group in the four subcategories of 'Systems Analysis', 'Personal Mastery', 'Shared Vision' and 'Team Learning' except for 'Mental Model'. Second, in the pre- and post-knowledge tests, the independent sample t-test results in the areas of science, technology, engineering, art and mathematics show statistically meaningful differences compared to the control group. Third, in the academic performance test regarding climate change, the test group displayed higher achievement than the control group. In conclusion, the system-based STEAM program is considered appropriate to enhance amalgamative thinking skills based on systems thinking. In addition, the program is expected to improve creative thinking and problem-solving abilities by offering new ideas based on climate change science.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.28 no.1B
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• pp.55-64
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• 2008

The evidence of changes in the climate system is obvious in the world. Nevertheless, at the current techniques for flood frequency analysis, the flood distribution can not reflect climate change or long-term climate cycles. Using a linear regression and a Mann-Kendall test, trends in annual maximum precipitation and flood data for several major gauging sites were evaluated. Moreover, this research considered incorporating flood trends by climate change effects in flood frequency analyses. For five rainfall gauging sites (Seoul, Incheon, Ulleungdo, Jeonju, and Gangneung), upward trends were observed in all gauged annual maximum precipitation records but they were not statistically significant. For three streamflow gauging sites (Andong Dam, Soyanggang Dam, and Daecheong Dam), upward trends were also observed in all gauged annual maximum flood records, but only the flood at Andong Dam was statistically significant. A log-normal trend model was introduced to reflect the observed linear trends in annual maximum flood series and applied to estimate flood frequency and risk for Andong Dam and Soyanggang Dam. As results, when the target year was 2005, 50-year floods of the log-normal trend model were 41% and 21% larger then those of a log-normal model for Andong Dam and Soyanggang Dam, respectively. Moreover, the estimated floods of the log-normal trend model increases as the target year increases.

• Proceedings of the Korea Water Resources Association Conference
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• 2009.05a
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• pp.1658-1662
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• 2009

최근 들어 기후 변화로 인한 이상 강우 현상과 기록적인 집중 강우로 탁수 발생의 빈도와 강도가 증가하고, 탁수의 장기간 하류 방류로 인해 경제적인 피해가 발생할 뿐만 아니라 환경적으로도 중요한 문제로 대두되고 있다. 저수지로 유입된 탁수의 시공간적 분포 예측 결과의 신뢰도는 탁수 밀도류 해석의 정확도에 가장 큰 영향을 받으므로 유입 하천수의 밀도 거동에 대한 정확한 해석이 필요하다. 따라서 탁수의 거동해석은 수리 및 수질의 연동 모의(Coupled modeling)가 필수적이다. 본 연구의 목적은 수리 및 수질의 연동 해석이 가능한 2차원 횡 방향 평균 모형(CE-QUAL-W2)을 소양호에 구축하고, 기록적인 강우 사상을 보인 2006년 수문조건에서의 모형의 적용성과 한계점을 평가하는데 있다. 구축한 소양호 탁수 예측 모델을 2006년 탁수사상에 적용한 결과, 홍수 사상으로 이중 첨두 유량이 발생한 후 저수지 내에서 중층 밀도류와 바닥밀도류의 두 가지 밀도류 형태가 혼재하여 진행되는 현상이 적절히 모의되었다. 하지만, 저수지내에서 측정한 탁수 수괴(plume)의 시공간적 수직분포(profiles)는 모의결과와 다소 편차를 보였으며, 특히 저수지 바닥 인근에서 모델은 실측값을 과대평가 하였다. 오차의 원인은 모델 입력 자료의 불확실성과 수치모델의 불확실성으로 판단된다. 따라서 향후 탁수 거동 모델링과정의 불확실성을 최소화하고 모의결과의 신뢰도를 개선하기 위해서 극한탁수 사상에서 발생하는 수리학적 현상과 SS 입자 동력학에 대한 이론적 연구와 입력 자료의 정확한 산정을 위한 현장 실험이 필요하다.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.31 no.5B
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• pp.439-447
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• 2011

It is a main concern for sustainable development in water resources management to evaluate adaptation capability of water resources structures under the future climate conditions. This study introduced the Fuzzy Inference System (FIS) to represent the change of release and storage of reservoirs in the Han River basin corresponding to various inflows. Defining the adaptation capability of reservoirs as the change of maximum and/or minimum of storage corresponding to the change of inflow, the study showed that Gangdong Dam has the worst adaptation capability on the variation of inflow, while Soyanggang Dam has the best capability. This study also constructed an Adaptive Neuro-Fuzzy Inference System (ANFIS) for the more accurate and efficient simulation of the adaptation capability of the Soyanggang Dam. Nine Inflow scenarios were generated using historical data from frequency analysis and synthetic data from two general circulation models with different climate change scenarios. The ANFIS showed significantly different consequences of the release and reservoir storage upon inflow scenarios of Soyanggang Dam, whilst it provides stable reservoir operations despite the variability of rainfall pattern.

• 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 Association For Science Education
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• v.30 no.4
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• pp.472-486
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• 2010

The surveys for public awareness in relation to socio-scientific issues (SSI) have been limited to several topics such as public perception of risks about the issues and preference for some policies. To illuminate the public science culture literacy about SSI from a holistic perspective, this study aimed to develop an indicator system. For this purpose, the issue on climate change, which is currently one of the biggest issues worldwide, was adopted as a specific SSI and the framework centering on climate change was developed. Science culture literacy about SSI was defined as a lifestyle to identify SSI from various viewpoints and to cope with problems related to SSI appropriately. In the framework proposed, individual science culture indicators are divided into Potential and Activity area. The Potential consists of categories of Interest, Opinion and Understanding, whereas the Activity is composed of categories of Learning and Practice. To examine the reliability and validity of this framework statistically, the developed questionnaire was reviewed by science educators, environment experts and atmospheric scientists and was used to asked 777 secondary students. Based on the results of statistical analyses, the framework was modified and it consequently had 2 areas, 5 categories, 15 sub-categories, 34 indicators and 63 items. It is expected that the framework of science culture indicators for SSI could be used as a measurement tool for public awareness about various SSI topics.