[논문]열수지 자료 해석에서 드러난 중학생의 복사 평형, 온실 효과, 지구 온난화에 대한 이해

정수임; 유은정

doi:10.5467/jkess.2021.42.6.770

열수지 자료 해석에서 드러난 중학생의 복사 평형, 온실 효과, 지구 온난화에 대한 이해
Assessing Middle School Students' Understanding of Radiative Equilibrium, the Greenhouse Effect, and Global Warming Through Their Interpretation of Heat Balance Data 원문보기

한국지구과학회지 = Journal of the Korean Earth Science Society, v.42 no.6, 2021년, pp.770 - 788

정수임 (은행고등학교) , 유은정 (한국교육과정평가원)

초록
AI-Helper

본 연구는 중학생들이 온실 효과와 지구 온난화를 이해하고, 이를 지구 복사 평형 관점에서 설명할 수 있는지 심층적으로 살펴보고자 하였다. 이를 위해 '대기권과 날씨' 대단원 수업을 완료한 중학교 3학년 118명의 학생을 대상으로, 복사 평형, 온실 효과, 지구 온난화에 대한 선택형 및 서답형으로 구성된 학생 이해 온라인 평가를 2021년 7월 13일부터 7월 24일까지 실시하였다. 최종적으로 97명의 학생 응답을 수집하여 분석한 결과, 과반수(61.9%)가 넘는 학생들이 복사 평형의 의미를 옳게 기술하였으나 제시된 자료와 무관하게 사전 지식이나 구체적 사례를 들어 설명하는 경우가 많았다. 대부분의 학생들(92.8%)은 대기가 있는 지구에서 온실 효과가 나타나는 것을 알고 있었지만, 온실 효과를 복사 평형이 깨진 상태로 생각하는 경향이 높았으며(32.0%), 달과 지구 모두 복사 평형이 일어난다고 응답한 학생(47.4%)은 절반에 미치지 못했다. 온실 효과의 원인으로 대기의 재복사를 찾아낸 학생은 다수(69.1%)였으나, 지구로 입사한 태양 복사량보다 방출한 지표 복사량이 더 크다고 응답한 학생은 소수(39.2%)에 불과하였다. 또한 절반 정도의 학생들(49.5%)이 온실 기체의 증가와 대기 흡수, 이로 인한 지표로의 재복사의 관계를 잘 이해하고 있었다. 그러나 온실 기체가 증가할 때, 지표 방출에 대해서는 증가(14.4%), 일정(9.3%), 감소(7.2%), 무응답(18.6%)으로 의견이 매우 다양하게 나타났다. 복사 평형, 온실 효과, 지구 온난화는 지구계의 균형과 상호작용이라는 빅 아이디어로 연결된 커다란 하나의 의미망이므로 학생들이 지구 온난화로 인한 기후 변화를 이해하고 적용하고 해석하는 개념 체계가 될 수 있다. 따라서 현재 인류에 닥친 기후 변화 위기와 관련해 학생들이 정확한 이해에 근거하여 과학적으로 사고하고 과학적 개념을 정립할 수 있도록, 정교한 프로그램 개발과 수업 경험을 제공하고 그 효과를 점검하는 후속 연구가 진행 되어야 할 것이다.

Abstract ▼ AI-Helper

This study aimed to determine whether middle school students could understand global warming and the greenhouse effect, and explain them in terms of global radiative equilibrium. From July 13 to July 24 in 2021, 118 students in the third grade of middle school, who completed a class module on 'atmosphere and weather', participated in an online assessment consisting of multiple-choice and written answers on radiative equilibrium, the greenhouse effect, and global warming; 97 complete responses were obtained. After analysis, it was found that over half the students (61.9%) correctly described the meaning of radiative equilibrium; however, their explanations frequently contained prior knowledge or specific examples outside of the presented data. The majority of the students (92.8%) knew that the greenhouse effect occurs within Earth's atmosphere, but many (32.0%) thought of the greenhouse effect as a state in which the radiative equilibrium is broken. Less than half the students (47.4%) answered correctly that radiative equilibrium occurs on both Earth and the Moon. Most of the students (69.1%) understood that atmospheric re-radiation is the cause of the greenhouse effect, but few (39.2%) answered correctly that the amount of surface radiation emitted is greater than the amount of solar radiation absorbed by the Earth's surface. In addition, about half the students (49.5%) had a good understanding of the relationship between the increase in greenhouse gases and the absorption of atmospheric gases, and the resulting reradiation to the surface. However, when asked about greenhouse gases increases, their thoughts on surface emissions were very diverse; 14.4% said they increased, 9.3% said there was no change, 7.2% said they decreased, and 18.6% gave no response. Radiation equilibrium, the greenhouse effect, and global warming are a large semantic network connected by the balance and interaction of the Earth system. This can thus serve as a conceptual system for students to understand, apply, and interpret climate change caused by global warming. Therefore, with the current climate change crisis facing mankind, sophisticated program development and classroom experiences should be provided to encourage students to think scientifically and establish scientific concepts based on accurate understanding, with follow-up studies conducted to observe the effects.

주제어

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