• 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.

• Korean Journal of Human Ecology
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• v.20 no.3
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• pp.583-594
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• 2011

The purpose of this study is to develop and evaluate a climate change education program for children in early childhood. The program was developed to enhance young children's ability to prepare for climate change. The program consists of 15 30-minute sessions. 38 5-year-olds (23 boys and 15 girls) participated in this program. The effects of this program were evaluated by the pre-school children's knowledge and problem solving abilities preventing climate change. Results showed that there was a significant experimental effect for knowledge of how to prevent climate change. Experimental group showed more knowledge than the control group. Also, there was a significant experimental effect on the problem solving abilities for preventing climate change. The experimental group showed greater problem solving abilities than the control group. The results of program evaluation revealed that this program was helpful for preparing young children for climate change.

• Hwankyungkyoyuk
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• v.22 no.2
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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.

• Journal of Environmental Science International
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• v.31 no.10
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• pp.891-899
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• 2022

This study investigated whether an educational program could alter students' perceptions of the causes of and solutions to climate change. On October 23, 2020, a 3-hour climate change educational program was provided to 400 high school students in Suncheon City, (Jeonnam Province, South Korea). According to the program, climate change represents a social dilemma, or tragedy of the commons; it also asserts that collective action aimed at strengthening government policy is the optimal solution to climate change, and concludes that motivated citizens should convey their opinions directly to the government through political action. After the program, the students made and shared placards calling for policy-based responses to climate change. Questionnaires completed by the students before and after the program revealed that their perceptions of the causes of and solutions to climate change changed significantly. This case study indicates that education programs have the potential to alter students' perspectives and promote actions aimed at mitigating and adapting to climate change.

• Hwankyungkyoyuk
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• v.25 no.1
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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.

• Hwankyungkyoyuk
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• v.22 no.4
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• pp.66-80
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• 2009

While global warming and climate change have been issues with global implications for ecology and nature as well as for the economy, politics and social sector, Korean's climate change awareness has been reported to be low. This phenomenon can be attributed to the fact that there is neither a systematic and continuous educational program for climate change nor a system to implement and support it. Although environmental education traditionally has not been a center of focus in most schools, the move towards "green growth" in national policies are slowly influencing school education as well. Throughout the year 2009, Green Suncheon 21 has offered a program called 'Suncheon Climate School' designed for elementary schools and regional centers for underprivileged children. Program instructors were sent to schools and centers that requested such climate change education. The aim of this study is to evaluate the success of the program and to provide feedback on its impacts. According to the study, students' interests in climate change have increased after the climate change education, and students found the lectures to be informative and interesting. Students said that they became more aware of the serious consequences of global warming and climate change and found that such education is beneficial and should be available to a wider population. This study suggests that first, school teachers should be aware of climate change and support such educational programs to be a part of the regular curriculum. Second, the content and the level of the program should be designed in consideration of the corresponding school curriculum to make the subject relevant and accessible to students.

• Journal of Industrial Convergence
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• v.13 no.1
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• pp.63-73
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• 2015

The significance of this study is to see the influence of experience environmental education program on youth's environmental consciousness due to climate change. An experience environmental education can provide an opportunity to make cooperative interaction with friends and can give interest in surrounding environment. Also in this study, it reveals that experience education played an important role in changing of attitude and awareness to environment and nature. As climate change is very important through all countries, these positive effects suggest that experienced environmental education lessons are important for the future generation's awareness on climate change and environmental consciousness.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.87-102
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• 2023

The purpose of this study is to propose an analytical framework for the essential contents that must be included in a climate change education program for elementary school students based on community issues, which can be used by citizen instructors in the community. To develop the analytical framework, 24 climate environmental education specialists were consulted seven times. The content validity of the final analysis framework was statistically verified using I-CVI and S-CVI coefficients, and the reliability of the expert panel was verified using Fleiss' Kappa coefficient. The final analysis framework consists of three analytical areas (program objectives, program content, program evaluation), seven analysis items, seven analysis indicators, and detailed explanations of the analysis indicators. In particular, by adding detailed explanations for the analysis indicators, the content validity and reliability were increased, and the objective nature of the analysis framework was firmly established. It is expected that the proposed analytical framework for a community-based climate change education program for elementary school students in this study will contribute to the systematic development of the program by citizen instructors.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.82-94
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• 2013

The purpose of this study was to investigate the process and the effect of pre-service teacher's scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher's scaffolding and applied to 78 $5^{th}$ students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as "Focus", "Hint", "Tell or Summarize" and "Technical Help". They carried out the emotional scaffolding like as "Create Cheerful Atmosphere", "Encourage", and "Help in Living". Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher's scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.

• Journal of Climate Change Research
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• v.7 no.2
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• pp.169-176
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• 2016

This study was to conduct a literature review and a theoretical study on 95 environmental education programs currently being run in the metropolitan area and obtained Environmental Education Program Certification of Ministry of Environment. First, the suitability of the environmental education programs was analyzed in terms of the following criteria which the Second National Environmental Education Master Plan propose: strengthening environmental education within the curriculum, strengthening preschooler environmental education, diversification of environmental education among targeted groups, and invigoration of community-based environmental education, and evaluated the contents and the proportion relevant to climate change. Based on the result, the measure for the improvement of the environmental education programs was proposed. As a result of the analysis, there were only 15 programs for children, and 20 programs for adults. Also, only 9% of the children and adult education programs were addressing climate change respectively, which was indicating low percentage. 75 programs were directly related to the school curriculum, and 8 programs were not related to subjects in regular curriculum. Also, considering addressing climate change, 7 out of 11 programs were related to the school curriculum. 71 out of 95 programs were located in the facilities of local governments. Programs that were including the contents relate to climate change were only 11 out of 95 programs. It is necessary to operate programs by expanding environmental education programs targeting children and adults, so all people are took into account, and consider the connectivity between curriculum and environmental education program in South Korea to increase the effectiveness of education. Also, it is necessary to educate people sustainably by relating the programs with various resources which can be utilized in the local community, to include climate change related contents with more proportion, and to address various subjects rather than focusing on one part of the subjects.