최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기대한지구과학교육학회지 = Journal of the Korean society of earth science education, v.14 no.3, 2021년, pp.292 - 301
김윤지 (대구대학교)
This study is a basic research to apply ESD linked to SDGs to pre-service teachers majoring in earth science education. The purpose of this study is to evaluate carbon literacy by analyzing the awareness, attitude and knowledge, subjective norms, and behavioral control of the carbon footprint intern...
Choi, I. S. (2015). College students' perception of climate change policies: Focused on carbon tax. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 5(6), 531-538.
Dosa, K., & Russ, R. S. (2020). Making sense of carbon footprints: how carbon literacy and quantitative literacy affects information gathering and decision-making. Environmental Education Research, 26(3), 421-453.
Howell, R. A. (2018). Carbon management at the household level: A definition of carbon literacy and three mechanisms that increase it. Carbon Management, 9(1), 25-35.
IPCC. (2007). Climate change 2007: Synthesis report. In Core Writing Team, R. K. Pachauri, & A. Reisinger (Eds.), Contribution of Working Group I, II and III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change (p. 104). IPCC, Geneva, Switzerland.
IPCC. (2013). Climate change 2013: The physical science basis. In T. F. Stocker, D. Qin, G. K. Plattner, M. Tignor, S. K. Allen, J. Boschung, A. Nauels, Y. Xia, V. Bex, & P. M. Midgley (Eds.), Contribution of Working Group I to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA.
IPCC. (2018). Global warming of 1.5℃. In V. Masson-Delmotte, P. Zhai, H. O. Portner, D. Roberts, J. Skea, P. R. Shukla, A. Pirani, W. Moufouma-Okia, C. Pean, R. Pidcock, S. Connors, J. B. R. Matthews, Y. Chen, X. Zhou, M. I. Gomis, E. Lonnoy, T. Maycock, M. Tignor, & T. Waterfield (Eds.), An IPCC Special Report on the impacts of global warming of 1.5℃ above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change, sustainable development, and efforts to eradicate poverty (p. 32). World Meteorological Organization, Geneva, Switzerland.
Jho, H. K. (2012). Perceptions of pre-service elementary teachers about the global warming through classroom discussion. The Korea Society of Energy and Climate Change Education, 2(1), 31-39.
Lim, H. J., Choi, S. Y., Park, H. Y., & Yeo, S. I. (2019). Understanding of applicants for science gifted education on the phenomena and problems of global warming. The Korea Society of Energy and Climate Change Education, 9(3), 293-301.
Lin, S. (2016). Reducing students' carbon footprints using personal carbon footprint management system based on environmental behavioural theory and persuasive technology. Environmental Education Research, 22(5), 658-682.
Treptow, R. S. (2010). Carbon footprint calculations: An application of chemical principles. Journal of Chemical Education, 87(2), 168-171.
UNESCO. (2019). Education for Sustainable development goats: Learning objectives. p. 67.
Whitmarsh, L., O'Neill, S., Seyfang, G., & Lorenzoni, I. (2009). Carbon capability: What does it mean, how prevalent is it, and how can we promote it? Tyndall Centre for Climate Change Research, Norwich, p. 132.
Yoon, H. G., Kim, M. J., Boyes, E., Stanisstreet, M., & Skamp, K. (2011). Understanding students' beliefs about actions and willingness to act on global warming in Korea and Singapore. Journal of Korean Society of Science Education, 31(2), 181-197.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.