Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
권호 표지
DOI QR코드

DOI QR Code

Defining Risk Education in Climate Change Issues and Exploring its Status Quo in the Current Science Education

  • Yohan Hwang (College of General Education, Seoul Women's University) ;
  • Young-Shin Park (Science Culture Education Center, Chosun University) ;
  • Hyunju Lee (Department of Science Education, Ewha Womans University) ;
  • Hyunok Lee (Division of Liberal Studies, Kangwon National University) ;
  • Kongju Mun (Liberal Arts College, Dongduk Women's University)
  • Received : 2024.08.05
  • Accepted : 2024.08.28
  • Published : 2024.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

Many risk-related issues within the realm of science education have been addressed through science-technology-related socioscientific issues (SSI) education. It has been established that the topics categorized as SSI are interconnected with risk-related issues. These topics emphasize numerous points of convergence with the goals of SSI education, particularly in understanding and analyzing risks, including risk assessment, risk management, and risk decision-making. Such understanding can aid in grasping the complexity of SSI based on risk-related issues and facilitate informed decision-making by structuring debates. Although there has been discourse on the need for education aimed at future survival and reflection on the responsibilities and roles of education in risk-prone societies, concepts or strategies related to actual risk responses are rarely addressed in science education and schools. Education tailored to risk-prone societies is not yet well established. This study explored the incorporation of climate change risk education into science education. A framework for climate change risk education was developed, encompassing seven elements, with corresponding definitions and examples. The researchers applied this framework to evaluate the extent to which climate change risk education is integrated into the current science curriculum of Korea. Additionally, SSI lesson scenarios related to climate change were analyzed using this risk education framework to determine the types and extent of risk education incorporated. The findings underscore the importance of teaching climate change risk education to equip students for rational decision-making.

Keywords

Acknowledgement

This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2023S1A5A2A03083957)

References

  1. Beck, U., 1992, Risk Society-towards a New Modernity, (trans., Mark Ritter), London: Sage Publication. 260 p.
  2. Aven, T., 2023, Risk literacy: Foundational issues and its connection to risk science. Risk Analysis, 44(5), 1007-1267. https://doi.org/10.1111/risa.14223
  3. Choi, H., & Shin, D., 2023, Assessing Middle School Students' Polar Literacy. Journal of Korean Science Society, 44(2), 169-183. https://doi.org/10.5467/JKESS.2023.44.2.169
  4. Christensen, C., 2009, Risk and school science education. Studies in Science Education, 45(2), 205-223. https://doi.org/10.1080/03057260903142293
  5. Creswell, J., & Poth, C., 2013, Qualitative inquiry and research design: Choosing among five approaches (Fourth ed.). Los Angeles: SAGE Publications. 487 p.
  6. Giddens, A., 1990, The consequences of modernity. Redwood City, CA: Stanford University Press. 188 p.
  7. Ha, Y-G., Cha, H-J., Shin H-J., & Kim, C-J., 2022, Exploring criteria of evaluation of climate change models by preservice earth science teachers. Journal of Korean Earth Science Society, 43(1), 210-223. (in Korean) https://doi.org/10.5467/JKESS.2022.43.1.210
  8. Hong, J., 2023, Analysis of the Relationships between Factors on College Students' Perception of Risks Caused by Science and Technology. Unpublished M.S. thesis, Ehwa Womans University, Seoul, Korea. (in Korean). 66 p.
  9. Jho, H., 2015, A literature review of studies on decision-making in socio-scientific issues. Journal of the Korean Association for Science Education, 35(5), 791-804. (in Korean) https://doi.org/10.14697/JKASE.2015.35.5.0791
  10. Kim, G., Choi, E., Kim, H., Park, J-Y., & Lee, K-Y., 2024, Qualitative Meta-analysis on Students' Understanding of Earth Science Concepts from the Perspective of Collective PCK: Focusing on the Concepts of Greenhouse Effect, Global Warming, and Climate Change. Journal of Korean Science Society, 45(3), 239-259. (in Korean)
  11. Kim, J., & Na, J., 2023, Elementary school teachers' educational experiences, readiness, and needs for science education that addresses the risks posed by science and technology. Journal of Korean elementary science education, 42(4), 523-537. (in Korean) https://doi.org/10.15267/KESES.2023.42.4.523
  12. Kang, Y., 2008, Risk epistemology and STS perspective. Journal of Science & Technology Studies, 8(2), 1-26. (in Korean)
  13. Kim, J., Na, J., & Cheong, Y., 2024, Risk education and educational needs related to science and technology: A study on science teachers' perceptions. Journal of the Korean Association for Science Education, 44(1), 57-75. (in Korean) https://doi.org/10.14697/JKASE.2024.44.1.57
  14. Lee, E-J., 2023, Development of risk society education program (RSEP) in connection with science education. Journal of the Korean society of earth science education. 16(1). 103-132. (in Korean)
  15. Lee, H., 2018, What is SSI education: Education for social participation and practice on social issues related to science and technology. Seoul, ParkYoung story Publication. 330 p.
  16. Oh, S., 2022, The Mediating effect of affective response between climate crisis risk perception and coping behavioral intentions and generational differences: Focusing on the residents of the metropolitan area, Unpublished M.S. thesis, Seoul National University, Seoul, Korea. 101 p. (in Korean)
  17. Park, Y-S., 2023, Exploring Secondary Earth Science Preservice Teachers' Competency in Understanding Democratic Citizenship. Journal of Korean Science Society, 44(4), 342-358. https://doi.org/10.5467/JKESS.2023.44.4.342
  18. Sadler, T. E., 2009, Situated learning in science education: Socio-scientific issues as context for practice. Studies in Science Education, 45(1), 1-42. https://doi.org/10.1080/00131940802643808
  19. Schenk, L., Hamza, K. M., Enghag, M., Lundegard, I., Arvanitis, L., Haglund, K., & Wojcik, A., 2019, Teaching and discussing about risk: Seven elements of potential significance for science education. International Journal of Science Education, 41(9), 1271-1286. https://doi.org/10.1080/09500693.2019.1606961
  20. Schenk, L., Hamza, K., Arvanitis, L., Lundegard, I., Wojcik, A., & Haglund, K., 2021, Socioscientific issues in science education: An opportunity to incorporate education about risk and risk analysis? Risk Analysis, 41(12), 2209-2219. https://doi.org/10.1111/risa.13737
  21. Zeidler, D. L., 2003, The role of moral reasoning on socioscientific issues and discourse in science education. Kluwer Academic Publishers Dordrecht, Netherlands: Springer, 311 p.
  22. Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V., 2005, Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357-377. https://doi.org/10.1002/sce.20048