• Hwankyungkyoyuk
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• v.23 no.1
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• pp.1-12
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• 2010

Facing the issue of global climate change, it is important for environmental educators to prepare a person who is able to understand of, communicate about, and make informed decisions on the climate change. Climate change education is to help learners understand of human influence on climate and climate's influence on them and society. This study was conducted in a way to discuss how climate change education could be implemented in Korean context. For this purpose, several documents and research articles on climate change education and communication were analyzed: Climate literacy, guidelines for K-12 global climate change education, and guidelines for effective climate change communication and message and so on. Many of the documents emphasize age appropriateness, positive thinking, participation and empowerment in climate change education while suggesting not to burden young learners with fears. Some documents such as the climate literacy suggest key concepts and/or essential principles of climate change education. Based upon the analysis, several considerations to incorporate the concepts in climate change into educational programs were suggested for further discussions.

• Proceedings of The Korean Society of Agricultural and Forest Meteorology Conference
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• 2016.09a
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• pp.11-14
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• 2016

• Journal of the Korean Data and Information Science Society
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• v.13 no.1
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• pp.165-175
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• 2002

We consider the problem of estimating the change-point in mean change model with the one change-point. Lombard (1987) suggested change-point estimation based on score functions. Gombay and Huskova (1998) derived a class of change-point estimators with the score function of rank. Various change-point estimators with the log score functions of ranks are suggested and compared via simulation.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.199-204
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• 2011

This study examines eighteen elementary teachers knowledge and teaching practrice of climate change using the KQEM survey, modified from the survey developed by Leiserowitz, A., Smith, N. & Marlon, J.R. (2010). The survey includes 11 questions from KQEM survey and 2 open ended questions about teachers' knowledge of climate change and their understandings of important climate change concept for elementary students. All of the participant teachers were purposefully selected for the study and were participated in the study volunteerly. The data for this study were analyzed both quantitatively and qualitatively. The result of this study indicates that the teachers have knowledge of climate change specifically about the topics of causes of climate change and consequences of climate change such as shifting biome and ecological impacts. While most of the teachers described climate change phenomena using scientific knowledge, some of the teachers (N=2) showed misconceptions about climate change phenomena. Most of the teachers thought the causes of climate change and potential solutions to reduce climate change are important concept that elementary students need to understand about climate change. Actually, most of the teachers are currently teaching the causes and consequences of climate change (N=13) potential solutions to global warming (N= 8). This study could inform teacher educators about what elementary teachers understand about climate change and what elementary teachers are currently teaching about climate change.

• Hwankyungkyoyuk
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• v.22 no.1
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• pp.68-82
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• 2009

Global climate change is associated with all of the human activity, and its sudden change can be taken an issue of the serious environmental problem in our human society. The purpose of this study is to develope the goal and the content system for the climate change education. As a result, first, according to the questionnaires on climate change, students from Grade 3 to Grade 10 seem to interpret it as fragmentary perspectives. In addition, in terms of students' own actions as the corresponding strategy to climate change, the higher their grades were, the lower their actions were. Second, the development goal on climate change and its educational directions were set by reflecting students' perception. The education goal on climate change is to perceive the changing environment by understanding phenomena of climate change, to propose plans that can mitigate and adjust climate change through a variety of research, and to keep practicing the proposed plans as a member of a community for the global environment. Third, fields and items of educational contents to climate change were created and drawn out. The content system is composed of 'basic science of climate change', 'relationship with climate change', and 'coping with climate change'. Furthermore, concrete contents for the climate change education in elementary school were suggested so that its goal and content system can be used in the existing curriculum.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.32 no.6
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• pp.571-580
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• 2014

To address unsolved issues of change detection in animated choropleth maps, we proposed the concept of 'gross change detection' and performed an experiment that empirically verifies the incidence of change blindness stems from the 'magnitude of change (MOC)', spatial distribution in animated choropleth maps. We generated experimental materials using the change-characterization arrays and the global Moran's I. Participants had 108 cases of changing maps with time duration (1 to 3 sec) and had questions. The results showed that MOC and duration affect gross change detection, but the most interesting result from our experiment was that different spatial distributions between two adjacent choropleth maps may lead the map reader to under- or over-estimate the level of gross change in the map. It implies that we should consider spatial distribution of change when we design animated choropleth maps.

• Proceedings of the Korean Society of Surveying, Geodesy, Photogrammetry, and Cartography Conference
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• 2010.04a
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• pp.383-385
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• 2010

This study analyzed the change of flowout and suspend solid in Andong and Imha basin according to the climate change to develop evaluation index about turbid water occurrence possibility and to support the countermeasures for turbid water management using GIS-based Soil and Water Assessment Tools (SWAT). MIROC3.2 hires model values of A1B climate change scenario that were supplied by Intergovernmental Panel on Climate Change (IPCC) were applied to future climage change data. Precipitation and temperature were corrected by applying the output value of 20th Century Climate Coupled Model (20C3M) based on past climate data during 1977 and 2006 and downscaled with Change Factor (CF) method. And future climate change scenarios were classified as three periods (2020s, 2050s, 2080s) and the change of flowout and suspended solid according to the climate change were estimated by coupling modeled value with SWAT model.

• Journal of the Korean Society for Precision Engineering
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• v.20 no.1
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• pp.151-158
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• 2003

Design changes frequently occur while design activities are performed. If the impact of design changes is estimated, design efficiency can be improved. But, the types of design changes are various and they can affect other design parts. Hence, it is difficult to deal with design changes directly. The purpose of this research is to develop systematic algorithms for change propagation tracing and change impact analysis, and then to implement a change impact analysis system. We have selected a process-based design and a design environment which is composed of design parameters and constraints. The algorithm for change propagation tracing tracks the change propagation of design parameters and finds design parameters, constraints and tasks which are probably changed. In the algorithm for change impact analysis, a change impact value is calculated from the list of changeable tasks. These two algorithms have been implemented into change impact analysis system (CIAS). CIAS has been applied to the redesign of 2 stage gear drives. CIAS can improve the efficiency of design activities. If there are many alternatives for a design change at the redesign step, designers can calculate the change impact value of each alternative and perform design change activities in the direction of minimizing design change impact.

• Journal of Korean Society of Environmental Engineers
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• v.30 no.12
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• pp.1183-1189
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• 2008

• Proceedings of the Korean Society of Crop Science Conference
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• 2023.04a
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• pp.59-59
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• 2023