• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.938-953
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• 2012

The purpose of the study was to develop a middle school science climate change education program, apply the program, and analyze the effects of the program. The climate change education program improves understanding of climate change and ability to take action about climate change. The results of this study are as follows: First, middle school science climate change education program was developed to cover eight topics. The middle school climate change education program contained the phenomenon of climate change, the cause of climate change, the impact of climate change, and a climate change measurement system. These contents were developed to reflect the global science education system and sustainable development education. Secondly, the results of the program's application showed that middle school climate change education program improved the knowledge and understanding levels of students, awareness, attitude towards, and the will of students to act in accordance to climate change.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.158-169
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• 2024

This study investigated the effects of climate change project learning on elementary students' attitudes toward climate change and environmental literacy. Climate change project learning was conducted on 174 sixth-grade elementary school students in a metropolitan city (77 male, 97 female), after which their perceptions and attitudes toward climate change and environmental literacy were assessed. The climate change project learning had a positive effect on the students' perceptions and attitudes toward climate change, which was surmised because of the climate change content sharing and discussions during the project learning. The climate change project learning also had a positive effect on the students' environmental literacy, especially their environmental attitudes, values, and behavior; however, there were no statistically significant changes found for environmental sensitivity. This study highlights the educational effects and implications of environmentally focused climate change projectbased education for elementary school students.

• The Journal of Korean Philosophical History
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• no.28
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• pp.7-34
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• 2010

The ethical problems related to climate changes have basically different character from the ethical problems which we have experienced until now. In order to approach ethical problems of climate changes for forseeing, mitigating and adapting many complicated situations which result from climate changes we should breake away from the point of anthropocentrism at first. Secondly, the education of the ethics of climate changes is very important in all levels of schools. It is very important and urgent to decide what and how we should teach. Finally, the sustainability has important role in the justification of why and what we should take actions against climate changes.

• Journal of Climate Change Research
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• v.2 no.3
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• pp.161-174
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• 2011

The purpose of this study is to develop education programme on climate change for elementary students which is based on student activity. The programme is intended to raise children's awareness and to build positive attitudes towards climate change. Ten programmes are developed. The main themes of the contents are 'a meteorological observation', 'a change of season', 'the monitoring climates of the past', 'the climate and life', 'the climate and human lives', 'the causes of climate change', 'the influence of the climate change' and 'the action on climate change' which are selected from the survey of previous domestic education programmes. Each programme consists of 5 steps: Introduction, Concrete experience, Reflective observation, Abstract conceptualisation and Active experimentation. We expect that this programme would enhance children's awareness and attitudes on climate change and induce positive and active response to climate change.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.95-113
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• 2022

The purpose of this study is to analyze the 'Action Competence on Climate Change(ACoCC)' shown in 12 types of middle school 「Technology & Home Economics」 textbooks written according to the 2015 revised curriculum, and to suggest ways to improve the activity tasks. According to the results of the analysis, first, the 'knowledge on climate change' was the most frequently mentioned, and 'climate change communication' was the least frequently mentioned in the textbook among ACoCC. Second, all 12 textbooks dealt with 'knowledge about climate change' most frequently, yet the frequency of mentioning other competencies differed by publisher. In relation to the core concepts, the ACoCCs were most often discussed in the 'Management,' yet never discussed in the 'Life Design' at all. In relation to the academic sub-fields of home economics, the 'clothing life' showed the highest frequency of mentioning ACoCCs, while 'family life' the lowest frequency. Based on the results of the above analysis, it was suggested that the capacity to respond to climate change should be dealt with in the overall fields of home economics education. This study has implications as a basic study related to climate change in home economics education, and it is expected that various research and educational programs in home economics education that focus on climate change mitigation are implemented in the future.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.1-17
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• 2019

The importance of education in formulating and complementing climate change response has been widely recognized by international and national frameworks, agendas, strategies and action plans. Climate change education has the potential to meet the needs of communities to access updated information and knowledge on climate change, supporting policy development and the enhancing effectiveness of climate change response. This study develops an innovative model of Integrated Urban Climate Education (IUCE) as one suitable method for teaching and learning climate change and urbanization. This paper presents approaches, methodology and key lessons learned from the case study of IUCE in Cam Le District of Da Nang City. Findings from the study identify a number of important characteristics about the development and implementation of IUCE in a way that effectively contributes to urban resilience building. These characteristics include (1) multidimensional approaches, (2) teacher - centered base, (3) school-family-community connection, and (4) symbiosis principle.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.226-237
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• 2020

The purpose of the research is to analyze research trends related to climate change education by network analysis based on keywords extracted from the research title. For this purpose, 62 papers were selected from Korean Citation Index(KCI) journals published from 2011 to 2020 using such keywords as "climate change" and "climate change education" in the Research Information Sharing Service. The analysis procedure consisted of selection of analysis papers, keyword extraction and purification, and keyword network analysis and visualization. Textom, Ucinet 6.0, and NetDraw were used to analyze the frequency, degree centrality, and betweenness centrality. The results of the research showed that, first, Early 'Energy and Climate Change Education' had the highest frequency of papers examining climate change education. Second, the keywords/phrases that appeared most frequently in research on climate change education were "program" "energy," "analysis," "elementary school," "elementary school," "elementary school students," "development," and "impact." Third, the analysis of the centrality of betweenness centrality showed that the index of 'program', 'primary students' and 'primary schools' were the highest, and the largest group was 'development and effect of teaching and learning programs'. Based on these results, it was concluded that future research on climate change education needs to be examined in further detail and expanded into more specific areas.

• Journal of the Korean earth science society
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• v.43 no.1
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• pp.210-223
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• 2022

This study explores the criteria of climate change model evaluation by preservice Earth science teachers. The participants in this study were 25 preservice Earth science teachers who attended lectures on modeling-based science learning for 3 weeks in an Earth science education major course. The evaluation criteria of climate change models were categorized inductively using reports written by preservice Earth science teachers and post-interviews. The results showed that preservice Earth science teachers used various epistemic and communicative criteria to evaluate climate change models. Implications for modeling-based climate-change learning were suggested based on these results.

• Journal of Christian Education in Korea
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• v.67
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• pp.415-447
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• 2021

The purpose of this study is to explore the direction that Christian education should take as an ecological education in the crisis of climate change. What climate change shows is that it is impossible to survive even if the Earth's temperature rises by only 2-3 degrees. However, our current appearance is concerned about the crisis of climate change as long as we do not change our lives. First, the meaning of climate change and its causes were examined. The anthropocentric worldview, modern industrial, scientific and technological growth, and consumption-oriented social structure can be cited as the causes. An anthropocentric worldview justifies everything from the human point of view, and nature is the subject of human domination, but one regarded as a tool. In addition, as the scale of human economic activity increases, energy consumption increases, and the threat of ecosystem destruction increases with the increase in energy consumption. Individual affluence and increased consumption are exacerbating ecosystem tensions. In order to solve the problem of climate change, ecological education clues were found in the Bible. Through creation, the relationship between humans and nature was identified as coexistence and coexistence. Through the principle of sabbath, it is possible to bring about the restoration of humans and nature, and from the point of view of the incarnation, the world was understood as the 'body' of God. Based on these clues, the direction of Christian ecological education was explored by suggesting a transition to an ecological paradigm, restoration of creative spirituality, and cultivation of ecological imagination. In the crisis of climate change, it is hoped that the recovery of the earth will take place and that we will be able to stand again as a responsible being through the Christian ecological educational approach.

• Journal of Christian Education in Korea
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• v.71
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• pp.155-179
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• 2022

This study aims to apply Hannah Arendt's concept of 'collective responsibility' to the Christian education on environmental issues around the world, focusing on climate change. This study prepares the concept of 'collective responsibility' and the concept of 'collective guilt' and emphasizes the fact that the current climate change problem should be seen as a political task rather than a task of personal ethics. According to Arendt's theory, Christian education activities applying 'collective responsibility' for climate change can become action. This study has four suggestions for Christian learning to understand and recognize climate change. First, presenting and justifying the anxiety and anger toward climate change in the classroom. Second, transcending self-interest (egocentrism) through "Common Sense (enlarged mentality)" in Kantian terms. Third, building education communities through 'citizen participatory education,' running communication, and conversation. Fourth, encouraging experience and practice in every education community with "faith expressing itself through love (Gal 5:6)." Then, to be sure, this refers to not only love of neighbor in Christianity but also political friendship (philia politikē). The academic significance of this study is that it is the first interdisciplinary research paper in Korea which dealt with Arendt's political theory in relation to Christian education. Although it claims to be a theoretical work that applies Arendt's political theory from a systematic theological perspective to Christian education, the author is proud that it is accompanied by practical elements that can be actualized in the education field.