Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Development of an Instrument for Measuring Action Competence on Climate Change within High School Students

고등학생 기후변화 대응 실천역량 검사도구의 개발

  • Received : 2021.10.26
  • Accepted : 2022.01.06
  • Published : 2021.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study aims to develop an instrument for measuring high school students' action competence on climate change (ACoCC). The instrument is defined as the construct comprised of seven factors and thirty-five items and takes approximately 15 minutes to fill out. A panel of experts and students' content validation were undertaken to modify the items. Five hundred and twenty-eight first and second graders in Korean high schools participated in the instrument survey. To assess the reliability and validity of ACoCC instrument, item analysis (mean, skewness, kurtosis, item-total correlation), internal consistency estimate, and confirmatory factor analysis were used. It was appropriate to use the 7-dimensional ACoCC instrument (knowledge about climate change, climate change sensibility, reflection, communication, integrated thinking, willingness, decision making), with 35 items for high school students. The following instrument was self-report given in the 5-point Likert scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree). The internal consistency coefficient was shown as a whole was shown as 0.953, and the subscale's internal consistency coefficient ranged from 0.786 to 0.862.

이 연구의 목적은 고등학생의 기후변화 대응 실천역량을 진단하는 검사도구를 개발하는 데 있다. 내용타당도 검증과 두 차례의 조사를 바탕으로 검사도구를 개발하였고, 본조사는 전국의 고등학생 1~2학년 528명을 대상으로 실시하였다. 기후변화 대응 실천역량 검사도구의 신뢰도와 타당도를 확보하기 위해 문항 분석(평균, 왜도, 첨도, 문항-전체 상관), 신뢰도 분석, 확인적 요인분석을 활용하였다. 기후변화 대응 실천역량 검사도구는 7가지 영역의 총 35개 문항으로 구성되어 있으며, 검사에 소요되는 시간은 약 15분 내외이다. 이 검사도구의 영역별 구성은 기후변화 관련 지식, 기후변화 감수성, 성찰능력, 통합적 사고, 의사소통능력, 의사결정능력, 실천 의지이다. 이 검사도구는 자기보고식의 5점 리커트 척도(1=전혀 그렇지 않다, 2=그렇지 않다, 3=보통이다, 4=그렇다, 5=매우 그렇다)로 응답하도록 되어있으며, Cronbach-α 값은 전체 0.953, 하위요소의 경우 0.786~0.862의 범위로 나타났다.

Keywords

Acknowledgement

이 논문은 2019년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임(NRF-2019S1A5A2A03048062)

References

  1. Alvarado, A. P. (2010). The interaction of Michigan environmental education curriculum, science teachers' pedagogical content knowledge, and environmental action competence. Unpublished Doctoral Dissertation, Michigan State University.
  2. Bae, B. (2016). Mplus 7.0 structural equation modeling. Seoul: Cheongram.
  3. Baek, S. G., Shin, A., Kim, Y. K., Son, J., & Yoon, S. (2017). The development and the validation of six core competencies measurement scale for high school students in Korea. Journal of Educational Evaluation, 30(3), 363-395.
  4. Baek, S., Shin, H. & Kim, C. J. (2021). A theoretical inquiry on the environmental action competence. Korean Journal of Environmental Education, 34(2), 136-150. https://doi.org/10.17965/KJEE.2021.34.2.136
  5. Birdsall, S. (2010). Empowering students to act: Learning about, through and from the nature of action. Australian Journal of Environmental Education, 26, 65-84. https://doi.org/10.1017/S0814062600000835
  6. Bishop, K., & Scott, W. (1998). Deconstructing action competence: Developing a case for a more scientifically-attentive environmental education. Public Understanding of Science, 7(3), 225-236. https://doi.org/10.1088/0963-6625/7/3/002
  7. Breiting, S., & Mogensen, F. (1999). Action competence and environmental education. Cambridge Journal of Education, 29(3), 349-353. https://doi.org/10.1080/0305764990290305
  8. Busch, K. C., Henderson, J. A., & Stevenson, K. T. (2019). Broadening epistemologies and methodologies in climate change education research. Environmental Education Research, 25(6), 955-971. https://doi.org/10.1080/13504622.2018.1514588
  9. Cantell, H., Tolppanen, S., Aarnio-Linnanvuori, E., & Lehtonen, A. (2019). Bicycle model on climate change education: Presenting and evaluating a model. Environmental Education Research, 25(5), 717-731. https://doi.org/10.1080/13504622.2019.1570487
  10. Chang, C. H., & Hedberg, J. G. (2007). Digital libraries creating environmental identity through solving geographical problems. International Research in Geographical & Environmental Education, 16(1), 58-72. https://doi.org/10.2167/irg206.0
  11. Chen, S. Y. & Liu, S. Y. (2020). Developing students' action competence for a sustainable future: A Review of Educational Research. Sustainability, 12, 1374. https://doi.org/10.3390/su12041374
  12. Choi, C. H. & You, Y. Y. (2017). The study on the comparative analysis of EFA and CFA. Journal of Digital Convergence, 15(10), 103-111. https://doi.org/10.14400/JDC.2017.15.10.103
  13. Choi, S. Y., Won, A. R., Chu, H. E., Cha, H. J., Shin, H., & Kim, C. J. (2021). The impacts of a climate change SSI-STEAM program on junior high school students' climate literacy. Asia-Pacific Science Education, 7(1), 96-133. https://doi.org/10.1163/23641177-bja10019
  14. Cotton, D., Miller, W., Winter, J., Bailey, I., & Sterling, S. (2016). Knowledge, agency and collective action as barriers to energy-saving behaviour. Local Environment, 21(7), 883- 897. https://doi.org/10.1080/13549839.2015.1038986
  15. Cunsolo, A., Harper, S. L., Minor, K., Hayes, K., Williams, K. G., & Howard, C. (2020). Ecological grief and anxiety: The start of a healthy response to climate change? The Lancet Planetary Health, 4(7), e261-e263. https://doi.org/10.1016/S2542-5196(20)30144-3
  16. Eames, C., Law, B., Barker, M., Iles, H., McKenzie, J., Patterson, R., & Wright, A. (2006). Investigating teachers' pedagogical approaches in environmental education that promote students' action competence. Wellington: New Zealand Council of Educational Research.
  17. Eze, E. (2019). Sociographic analysis of climate change awareness and proenvironmental behaviour of secondary school teachers and students in Nsukka local government area of Enugu state, Nigeria. International Research in Geographical and Environmental Education, 29(1), 89-105. https://doi.org/10.1080/10382046.2019.1657683
  18. Herranen, J., Yavuzkaya, M., & Sjostrom, J. (2021). Embedding chemistry education into environmental and sustainability education: Development of a didaktik model based on an eco-reflexive approach. Sustainability, 13(4), 1746. https://doi.org/10.3390/su13041746
  19. Hidden-Grace Statistics Team. (2018). Utilization of AMOS structural equation and advanced analysis of SPSS. Seoul: Hanbit Academy.
  20. Hong. S. H. (2000). The criteria for selecting appropriate fit indices in structural equation modeling and their rationales. Korean Journal of Clinical Psychology, 19(1), 161-177.
  21. Hyeon, M., & Kim, N. (2021). Boundary working of school strike for climate: Focusing on identity, school education, demonstration Culture. Korean Journal of Environmental Education, 34(2), 151-166. https://doi.org/10.17965/KJEE.2021.34.2.151
  22. IPCC. (2018). Global warming of 1.5 ℃. An IPCC special report on the impacts of global warming of 1.5 ℃ above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change.
  23. Jensen, B. B. (2002). Knowledge, action and pro-environmental behaviour. Environmental Education Research, 8(3), 325-334. https://doi.org/10.1080/13504620220145474
  24. Jensen, B. B., & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163-178. https://doi.org/10.1080/1350462970030205
  25. Jeong, H. R., Choi, J., & Baek, S. (2020). The development of environmental competency inventory for elementary school students. Korean Journal of Environmental Education, 33(4), 364-376. https://doi.org/10.17965/KJEE.2020.33.4.364
  26. Kang, Y. (2019). Vision of environmental general education for environmental empowerment: Centered on the case of Dongguk University. Literature and Environment, 18(2), 5-43. https://doi.org/10.36063/asle.2019.18.3.001
  27. Kang. H. (2013). Discussions on the suitable interpretation of model fit indices and the strategies to fit model in structural equation modeling. Journal of the Korean Data Analysis Society, 15(2), 653-668.
  28. Kim, Y., Kim, Y., & Kim, S. (2018). Risk seeking and processing on climate change: Moderating effects of perceived information gathering capacity, channel beliefs, and behavioral beliefs. Korean Journal of Journalism & Communication Studies, 62(5), 72-106. https://doi.org/10.20879/kjjcs.2018.62.5.003
  29. Kline, R. B. (2016). Principles and practice of structural equation modeling. (4th ed.). New York: Guilford Publications.
  30. Korea Education Statistics Service. (2020). http://kess.kedi.re.kr.
  31. Krejcie, R. V., & Morgan, D. M. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610. https://doi.org/10.1177/001316447003000308
  32. Kronlid, D. (2009). Sigtuna think piece 2: Climate capabilities and climate change education research. Southern African Journal of Environmental Education, 26, 27-37.
  33. Kwon, Y., Lee, J., Kim, C., Ahn, J., Seo, E., Nam, Y., Park, E., Choi, S., & Ahn, Y. (2016). The 2015 revised national curriculum for 'Environment' subject: Major changes in contents and approaches. Journal of Environmental Education, 29(4), 363-383.
  34. Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-578. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
  35. Lee, E. (2014). How might participation in primary school eco clubs in England contribute to children's developing action-competenceassociated attributes? Unpublished Doctoral Dissertation, University of Bath.
  36. Lee, M., Shin, H., Ga, S. H., & Kim, C. J. (2021). Analysis of the components of action competence for climate change using the Delphi method. Korean Journal of Environmental Education, 34(3), 288-305. https://doi.org/10.17965/KJEE.2021.34.3.288
  37. Lee, S. H. (2018). Research on energy literacy of energy teachers. Journal of Energy and Climate Change Education, 8(1), 19-31.
  38. Lee, S. K., Kim, N., Ju, H., Kwak, Y., Park, Y. K., Park, H., & Jeon, P. (2020). Strategies for strengthening environmental education in the next national curriculum: A preliminary study on the development of a framework for content analysis of environmental education. Korean Journal of Environmental Education, 33(3), 247-261. https://doi.org/10.17965/KJEE.2020.33.3.247
  39. Lee, Y. H., & Jeong, I. K. (2015). World wide views on climate and energy 2015 in Korea as a global deliberative governance. Korean Association Of Science And Technology Studies, 15(2), 1-31.
  40. Lee, Y. J. (2021). Issues and policy tasks for carbon neutrality in Korean society. Journal of Environmental Studies, 68, 23-47.
  41. Levrini, O., Tasquier, G., Barelli, E., Laherto, A., Palmgren, E., Branchetti, L., & Wilson, C. (2021). Recognition and operationalization of future- scaffolding skills: Results from an empirical study of a teaching- learning module on climate change and futures thinking. Science Education, 105(2), 281-308. https://doi.org/10.1002/sce.21612
  42. MacTavish, J. (2011). Films to change a climate: The power of narrative in promoting action competency on climate change amongst New Zealand youth. Unpublished Master's Thesis, University of Otago.
  43. Min, W. K., & Kim, N. J. (2015). The relations of knowledge on climate change and purchase intention of environment-friendly tourism products. Journal of Tourism Sciences, 39(9), 91-111.
  44. Ministry of Education. (2015). The 2015 revised school curriculum of the Republic of Korea.
  45. Mogensen, F. (1997). Critical thinking: A central element in developing action competence in health and environmental education. Health Education Research, 12(4), 429-436. https://doi.org/10.1093/her/12.4.429
  46. Mogensen, F., & Schnack, K. (2010). The action competence approach and the 'new' discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16(1), 59-74. https://doi.org/10.1080/13504620903504032
  47. Mogensen, F., Breitng, S., Hedegaard, K., Nielsen, K., & Schnack, K. (2009). Action competence, conflicting interests and environmental education: The MUVIN programme. Danmarks Paedagogiske Universitets Forlag.
  48. Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791-812. https://doi.org/10.1080/13504622.2017.1360842
  49. OECD. (2018). The future of education and skills: Education 2030. Position Paper.
  50. Ohman, J., & Sund, L. (2021). A didactic model of sustainability commitment. Sustainability, 13(6), 3083. https://doi.org/10.3390/su13063083
  51. Ojala, M. (2012). Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change?. International Journal of Environmental and Science Education, 7(4), 537-561.
  52. Ojala, M. (2015). Hope in the face of climate change: Associations with environmental engagement and student perceptions of teachers' emotion communication style and future orientation. The Journal of Environmental Education, 46(3), 133-148. https://doi.org/10.1080/00958964.2015.1021662
  53. Olsson, D., Gericke, N., Sass, W., & Boeve-de Pauw, J. (2020). Self-perceived action competence for sustainability: The theoretical grounding and empirical validation of a novel research instrument. Environmental Education Research, 26(5), 742-760. https://doi.org/10.1080/13504622.2020.1736991
  54. Otero, M. D. L., & Mira, R. G. (2003). Action competence in environmental education. Culture, Environmental Action and Sustainability, 71-83.
  55. Park, H. G. (2013). Development and application of climate education program to improve climate literacy of elementary and middle school student. Unpublished Doctoral Dissertation, Daegu University.
  56. Park, S. (2021). Climate adaptation policies and climate justice with focus on new legislation proposals addressing climate crisis. Environmental Law Review, 43(1), 39-81.
  57. Ploum, L., Blok, V., Lans, T., & Omta, O. (2018). Toward a validated competence framework for sustainable entrepreneurship. Organization & Environment, 31(2), 113-132. https://doi.org/10.1177/1086026617697039
  58. Sass, W., Boeve-de Pauw, J., Maeyer, S. D., & Petegem, P. V. (2021a). Development and validation of an instrument for measuring action competence in sustainable development within early adolescents: The action competence in sustainable development questionnaire (ACiSD-Q). Environmental Education Research, 27(9), 1284-1304.
  59. Sass, W., Boeve-de Pauw, J., Olsson, D., Gericke, N., De Maeyer, S., & Van Petegem, P. (2020). Redefining action competence: The case of sustainable development. The Journal of Environmental Education, 51(4), 292-305. https://doi.org/10.1080/00958964.2020.1765132
  60. Sass, W., Claes, E., Pauw, J. B.-d., De Maeyer, S., Schelfhout, W., Van Petegem, P., & Isac, M. M. (2021b). Measuring professional action competence in education for sustainable development (PACesd). Environmental Education Research, 1-16.
  61. Seo, E. (2014). The study of key competencies and the epistemological perspective in secondary school environmental studies curriculums. Unpublished Doctoral Dissertation, Seoul National University.
  62. Seo, E., & Tschapka, J. (2013). A review of the present state of environmental education curriculum and formulation of the way to improve it based on competence. Journal of Korean Society of Environmental Education, 26(1), 1-18.
  63. Seo, E., Ryu, J., & Hwang, S. (2020). Building key competencies into an environmental education curriculum using a modified delphi approach in South Korea. Environmental Education Research, 26(6), 890-914. https://doi.org/10.1080/13504622.2020.1733493
  64. Shin, W., Jeon, Y., Shin, D. (2020). Analysis of the contents of climate change education in the 2015 revised elementary and secondary curriculum. Journal of Energy and Climate Change Education, 10(2), 121-129.
  65. Song. J. J. (2019). Understanding and application of thesis statistics. Gyeonggi: 21st Century-History Publication Corporation.
  66. Stephens, A. K. (2015). Developing environmental action competence in high school students: Examining the california partnership academy model. Unpublished Doctoral Dissertation, University of California, Davis.
  67. Stephens, A. K., & Ballard, H. L. (2021). Developing environmental action competence in an urban high school agriculture and environmental program. In Research Approaches in Urban Agriculture and Community Contexts, (pp. 117-142). Switzerland: Springer.
  68. Swim, J. K., Geiger, N., Fraser, J., & Pletcher, N. (2017). Climate change education at nature-based museums. Curator, 60(1), 101-119. https://doi.org/10.1111/cura.12187
  69. Tak, J. (2007). Psychological test: Understanding development and evaluation methods (2nd ed). Seoul: Hakjisa.
  70. Tobler, C., Visschers, V. H., & Siegrist, M. (2012). Consumers' knowledge about climate change. Climatic change, 114(2), 189-209. https://doi.org/10.1007/s10584-011-0393-1
  71. Uzzell, D., Davallon, J., Fontes, P. J., Gottesdiener, H., Jensen, B. B., Kofoed, J., Uhrenholdt, G., & Vognsen, C. (1994). Children as catalysts of environmental change. Report of an Investigation on Environmental Education. Brussels: European Commission.
  72. Varela-Losada, M., Vega-Marcote, P., Perez- Rodriguez, U., & Avarez-Lires, M. (2016). Going to action? a literature review on educational proposals in formal environmental education. Environmental Education Research, 22(3), 390-421. https://doi.org/10.1080/13504622.2015.1101751
  73. Vaughter, P. (2016). Climate change education: From critical thinking to critical action. Policy Brief, 4, 1-4.
  74. Yildirim Tasti, O., & Akar, H. (2021). Promoting climate-friendly actions of high school students: A case from Turkey. Eurasian Journal of Educational Research, 92, 335-358.
  75. Zhan, Y., He, R., & So, W. W. M. (2019). Developing elementary school children's water conversation action competence: A case study in China. International Journal of Early Years Education, 27(3), 287-305. https://doi.org/10.1080/09669760.2018.1548346