This study used questionnaires to investigate how pre-service elementary teachers understand ocean acidification. As a result of gender, female teachers were more aware of ocean acidification than male teachers, but male teachers had a higher average rate of correct answers, with a lower standard deviation. Teachers from the natural sciences knew more about ocean acidification than did teachers the liberal arts. Teachers ranked environmental crisis in order of most dangerous to least dangerous as follow: global warming and the greenhouse effect, ozone depletion, ocean acidification, and acid rain. About 46.7% of teachers learn about ocean acidification through education, followed by broadcasts, school lectures and the internet. The educational materials most desired for teachers were videos related to ocean acidification. Pre-service elementary teachers have two broad perspectives on ocean acidification. Firstly, they refer to economic loss and food shortages, and secondly, they note that there is a need for improved awareness and publicity about ocean acidification. The role of elementary school teachers is important because their awareness of environmental issues has a considerable effect on teachers perception of the environment. Revitalizing education on ocean acidification and government support are necessary to effectively communicate the seriousness of ocean acidification. Lastly, we need to study ocean acidification in detail so as to be able to persevere toward protecting our ocean ecosystem.

Abstract
 1. 서 론
 2. 연구방법
  2.1. 연구대상 및 검사도구
  2.2. 자료 분석 및 처리
 3. 결과 및 고찰
  3.1. 해양 산성화에 대한 이해
  3.2. 남녀 성별에 따른 해양 산성화 이해
  3.3. 인문, 자연 계열별 해양 산성화에 대한 이해정도
  3.4. 해양 산성화에 대한 초등 예비교사들의 위기순서
  3.5. 해양 산성화에 대한 정보
  3.6. 해양 산성화 위기에 대한 견해
 4. 결 론
 REFERENCES

• 김성규(진주교육대학교 과학교육과) | Sung-Kyu Kim (Department of Science Education, Chinju National University of Education) Corresponding author