• 한국환경교육학회지:환경교육
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• 제23권1호
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• pp.1-12
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• 2010

Facing the issue of global climate change, it is important for environmental educators to prepare a person who is able to understand of, communicate about, and make informed decisions on the climate change. Climate change education is to help learners understand of human influence on climate and climate's influence on them and society. This study was conducted in a way to discuss how climate change education could be implemented in Korean context. For this purpose, several documents and research articles on climate change education and communication were analyzed: Climate literacy, guidelines for K-12 global climate change education, and guidelines for effective climate change communication and message and so on. Many of the documents emphasize age appropriateness, positive thinking, participation and empowerment in climate change education while suggesting not to burden young learners with fears. Some documents such as the climate literacy suggest key concepts and/or essential principles of climate change education. Based upon the analysis, several considerations to incorporate the concepts in climate change into educational programs were suggested for further discussions.

• 한국환경교육학회지:환경교육
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• 제25권1호
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• pp.117-133
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• 2012

The purpose of this study was to develop a middle school science climate change education plan. The detailed contents of the study are as follows: First, a research study was conducted for understanding climate change and the direction and contents of the climate change education were set up. Second, the climate change education plan was prepared. The middle school climate change education plan were arranged through research study. The results of the study are as follows: First, the direction and contents of the climate change education were arranged. The direction of the climate change education was arranged to reflect the global science education system, sustainable development education, and youth leadership. Second, the middle school climate change education plan was arranged. The middle school climate change education plan includes a course of study and creative experience program. The plan for the course of study focused intensely on scientific study.

• 한국환경교육학회지:환경교육
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• 제22권1호
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• pp.68-82
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• 2009

Global climate change is associated with all of the human activity, and its sudden change can be taken an issue of the serious environmental problem in our human society. The purpose of this study is to develope the goal and the content system for the climate change education. As a result, first, according to the questionnaires on climate change, students from Grade 3 to Grade 10 seem to interpret it as fragmentary perspectives. In addition, in terms of students' own actions as the corresponding strategy to climate change, the higher their grades were, the lower their actions were. Second, the development goal on climate change and its educational directions were set by reflecting students' perception. The education goal on climate change is to perceive the changing environment by understanding phenomena of climate change, to propose plans that can mitigate and adjust climate change through a variety of research, and to keep practicing the proposed plans as a member of a community for the global environment. Third, fields and items of educational contents to climate change were created and drawn out. The content system is composed of 'basic science of climate change', 'relationship with climate change', and 'coping with climate change'. Furthermore, concrete contents for the climate change education in elementary school were suggested so that its goal and content system can be used in the existing curriculum.

• 한국과학교육학회지
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• 제32권5호
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• pp.938-953
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• 2012

이 연구의 목적은 중학생들의 기후변화에 대한 이해 증진과 미래의 기후변화에 대한 예측을 통해 기후변화에 대응하고 실천할 수 있는 능력을 길러 주기 위한 중학교 과학과 기후변화 교육 프로그램을 개발하고 적용하여 그 효과를 분석하는 것이다. 이 연구의 결과는 다음과 같다. 첫째, 중학교 과학과 교과시간을 위한 기후변화 교육 프로그램이 개발되었다. 중학교 과학과 기후변화 교육 프로그램은 8개의 주제가 기후변화의 현상과 원인, 영향 및 대응방안 등의 교육내용을 중심으로 중학교 교과 교육과정에 활용될 수 있도록 개발되었으며, 기후변화가 가지는 지구시스템 과학 교육의 특성과 지속가능 발전 교육의 통합적인 특성을 반영하도록 개발하였다. 둘째, 개발된 중학교 과학과 기후변화 교육 프로그램을 적용하여 효과를 분석하였다. 효과를 분석해 본 결과, 중학교 과학과 기후변화 교육프로그램은 학생들의 기후변화에 대한 지식 이해 수준 및 기후변화에 대한 인식 및 태도, 실천의지의 향상에 기여했음을 보여주었다.

• 대한지구과학교육학회지
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• 제4권3호
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• pp.199-204
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• 2011

This study examines eighteen elementary teachers knowledge and teaching practrice of climate change using the KQEM survey, modified from the survey developed by Leiserowitz, A., Smith, N. & Marlon, J.R. (2010). The survey includes 11 questions from KQEM survey and 2 open ended questions about teachers' knowledge of climate change and their understandings of important climate change concept for elementary students. All of the participant teachers were purposefully selected for the study and were participated in the study volunteerly. The data for this study were analyzed both quantitatively and qualitatively. The result of this study indicates that the teachers have knowledge of climate change specifically about the topics of causes of climate change and consequences of climate change such as shifting biome and ecological impacts. While most of the teachers described climate change phenomena using scientific knowledge, some of the teachers (N=2) showed misconceptions about climate change phenomena. Most of the teachers thought the causes of climate change and potential solutions to reduce climate change are important concept that elementary students need to understand about climate change. Actually, most of the teachers are currently teaching the causes and consequences of climate change (N=13) potential solutions to global warming (N= 8). This study could inform teacher educators about what elementary teachers understand about climate change and what elementary teachers are currently teaching about climate change.

• 한국환경교육학회지:환경교육
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• 제22권2호
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• pp.1-22
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• 2009

Even though climate change is visibly proceeding and public concern about climate change is increasing both nationally and internationally, teenagers' and students' perception of climate change is relatively low in Korea. Since climate change is a problem with long-term effects, it is young people including children and juveniles of the current generation and future generations who are more affected by climate change. They are the most interested party who should know why climate change happens, what kind of impacts will be given, and how to respond to the problem. Based on the aforementioned concern, this study aims to explore the extent and contents of school education with regard to climate change in Korea as well as in other advanced countries and to provide policy suggestions. This study finds that school climate change education requires consideration of multiple aspects including reorganization of school curriculum, revitalization of related programs by school, expansion of teachers' training chances, in which multiple institutions such as the Ministry of Environment, the Ministry of Education, Science and Technology, Offices of Education are related and, consequently, the activation of climate change education program is by no means simple. Therefore, for effective climate change education in schools, cooperation and coordination of related institutions are essential, along with development of diverse school education curriculums and programs and training programs for teachers.

• 한국환경교육학회지:환경교육
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• 제22권2호
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• pp.56-78
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• 2009

Currently, climate change is regarded as one of the most important environmental issues in the 21st century. However, climate change education is not seriously carried out in schools. This study is concerned about enhancing students' recognition about climate change and actions responding to climate change through an history discipline. More specifically, this study tried to identify the effect of history lessons on environmental education, especially focused on climate change, by performing an experiment. The experiment was designed based on Solomon four-group design and carried out in one high school in Gwangmyeong city. Findings of the experiment are as follows. First, students who had taken the reorganized history lesson based on climate change - that is, students with experimental treatments - gained higher understanding of climate change than before and students of control groups. Second, students with experimental treatments gained higher understanding about relationship between history and climate change. Third, students with experimental treatments showed higher possibility of taking responding actions to climate change. In conclusion, history lessons reorganized with environmental issues, for instance climate change, have big potential for environmental education since they contribute to enhancing environmental recognition and prompting responding actions through exploration the effects of existing historical facts. Interdisciplinary approach like that taken in this study will provide students with more comprehensive and extended prism for the environment.

• 한국환경교육학회지:환경교육
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• 제23권3호
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• pp.1-16
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• 2010

Global climate change becomes one of the most serious environmental problems over the world. There is growing recognition thai climate change education, especially for children is important. However, there have been few programmes, curricula, teachers' training chances, and teaching-learning materials for climate change education so far. Therefore, we analyse the world wide web(web) contents in Korea which are available for climate change education, providing fundamental data in developing educational contents for climate change, as well as helping users to search appropriate contents for climate change education. Subjects for this study are 10 web sites of public institutions related to climate change in Korea. The web contents are evaluated in terms of diversity, accuracy, authenticity and the ease of use. The key finding in this study is that the majority of the contents are focused on how to respond to the problem, especially mitigation and also we find that most of the web sites provide text-types of lesson plan and video-types. Consequently, it would be necessary to develop various web contents for climate change education in both quality and quantity aspects.

• 건축역사연구
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• 제32권3호
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• pp.39-51
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• 2023

This study aims to develop a cultural heritage curriculum for climate change and present educational directions for cultural heritage and climate change impact in the future. In this study, the role and necessity of cultural heritage education for climate change were first discussed based on previous studies on climate change and cultural heritage. Next, the current status analysis of educational cases related to climate change and cultural heritage was conducted based on educational manuals, curriculum, and heritage competency systems associated with climate change. Finally, we propose a plan to develop a curriculum to cope with climate change and cultural heritage for graduate students in higher education institutions based on the four components of developing a curriculum. In future studies, we intend to propose guidelines for designing educational manuals and specific curricula for each educational target to cope with the climate change of cultural heritage presented in this study.

• 한국기후변화학회지
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• 제2권3호
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• pp.161-174
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• 2011

본 연구는 기후변화 교육을 위한 초등학생용 교육 프로그램을 학습자 활동 중심으로 개발하는데 목적이 있다. 총 10개의 기후변화 교육 프로그램을 개발하였다. 프로그램 10개의 주제는 '날씨 측정', '계절의 변화', '과거의 기후 측정', '기후와 생물', '기후와 인간생활', '기후변화의 원인과 현상', '기후변화의 영향', '기후변화 대응'이다. 각 프로그램의 학습 단계는 도입 단계, 구체적 체험 단계, 반성적 관찰 단계, 추상적 개념형성 단계, 능동적 체험단계로 구성하였다. 본 연구에서 개발된 프로그램은 초등학생의 기후변화에 대한 인식 태도의 함양과 긍정적이고 적극적인 기후변화 대응행동의 촉진에 기여할 수 있을 것이다.