The purpose of this study is to investigate the concepts that are based on the recognition of energy
climate change education in the classroom of the energy climate change education of elementary school
students, is to analyze. This allows you to check the misunderstanding of student energy climate change
issues, energy, you want to derive or suggestions proceeds as how climate change education. Research
subjects, to subject the fifth grade two class of elementary school with Gyeonggi, regardless of the number
the idea emerges Speaking between 10 minutes and ‘energy’ and ‘climate change’, to write to Mind Mapping
learning guidance was. A result of the this analysis are as follows. The first, elementary school students,
average of 35 pieces of information about energy and climate change, know the various related concepts
such as 39. Secondly, it had class time and book for each of the concepts, the Internet, the difficulty of
relevance and hierarchical enumerates what you heard in the TV. Third, energy terms to understand the
concept of energy, that is the term relating to the type and characteristics of the energy is most mentioned.
Fourth, climate change, the term associated with the current state of climate change, ie global warming,
earthquakes and tsunami, polar bear, the term egg conduit, was most frequently appeared.