• Journal of Korean Society of Environmental Engineers
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• v.30 no.12
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• pp.1183-1189
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• 2008

• 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.

• 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 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.

• Korean Institute of Interior Design Journal
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• v.25 no.6
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• pp.15-22
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• 2016

Recent changes in the Korean education policies are promoting the advances in science and technology and cultivating people of convergence talent. STEAM (science, technology, engineering, art and math) educational program is Korean styled convergence program for creative competent human resources. Therefore, Therefore the aim of this study is developing convergence hand-on educational program coping with climate change for elementary school students. For development of the program, we investigated the curriculum of the elementary school about the climate change, and allocated in the creative learning standard frame. Also, we selected themes related the climate change in the curriculum and learning activity. For more effective program to build the convergence competency, we analyzed the program based on creative problem based learning process and 4 core competency(creativity, communication, convergence, caring) elements. In conclusion, the STEAM program needs to develop by school curriculum and leaner's ability. For elementary school students, the STEAM program consists with creative problem based learning process. And the convergence educational program would analyze by the creative PBL process and convergence competency elements. So, this developing program has brought the promotion of the creative convergence competent talented person for the future global environment.

• Ocean and Polar Research
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• v.35 no.3
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• pp.259-272
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• 2013

One of the factors influencing the climate around Korea is the oceanic-atmospheric variability in the tropical region between the eastern Indian and the western Pacific Oceans. Lack of knowledge about the air-sea interaction in the tropical Indo-Pacific region continues to make it problematic forecasting the ocean climate in the East Asia. The 'Tropical Indo-Pacific water transport and ecosystem monitoring EXperiment (TIPEX)' is a program for monitoring the ocean circulation variability between Pacific and Indian Oceans and for improving the accuracy of future climate forecasting. The main goal of the TIPEX program is to quantify the climate and ocean circulation change between the Indian and the Pacific Oceans. The contents of the program are 1) to observe the mixing process of different water masses and water transport in the eastern Indian and the western Pacific, 2) to understand the large-scale oceanic-climatic variation including El Nino-Southern Oscillation (ENSO)/Warm Pool/Pacific Decadal Oscillation (PDO)/Indian Ocean Dipole (IOD), and 3) to monitor the biogeochemical processes, material flux, and biological changes due to the climate change. In order to effectively carry out the monitoring program, close international cooperation and the proper co-work sharing of tasks between China, Japan, Indonesia, and India as well as USA is required.

• 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 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.

• 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 the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.27-39
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• 2019

The purpose of this study is to develop a STEAM program for teaching climate change through CLAMP (Climate-Leaf Analysis Multivariate Program) paleoclimate inquiry in connection with high school 'Integrated Science' subject. In order to do so, we analyzed the 2015 revised national curriculum and science textbook in terms of the PDIE instructional design model, and developed the teaching-learning materials for 10 class hours through expert panel discussion and pilot test. According to the STEAM class procedure, in the situation presentation stage, the fossil leaves were collected from the dicotyledon plants near school, and the LMA (Leaf Margin Analysis) climate inquiry activity. was presented as the learning goal. During the creative design stage, students were taught about geology and leaf fossils in the study region, and CLAMP input data (31 characteristics of morphotype and leaf architectural of fossil leaves) were given. In the emotional experience and new challenge stage, we collected leaf fossils for outdoor learning, explored paleoclimate with CLAMP method, and promoted climatic literacy in the process of discussing tendencies and causes of Cenozoic's climate change. The validity of the development program was assessed (CVI .84) as being suitable for development purpose in all items through the process of establishing reliability among expert panel. In order to apply the program to the high school, a pilot test was conducted to supplement the discrepancies and to review the suitability. The satisfaction rate of the participants was 4.48, and the program was complemented with their opinions. This study will enable high school students to have practical knowledge and reacting volition for climate change, and contribute to fostering students' climate literacy.