• Journal of Christian Education in Korea
• /
• v.67
• /
• pp.415-447
• /
• 2021

The purpose of this study is to explore the direction that Christian education should take as an ecological education in the crisis of climate change. What climate change shows is that it is impossible to survive even if the Earth's temperature rises by only 2-3 degrees. However, our current appearance is concerned about the crisis of climate change as long as we do not change our lives. First, the meaning of climate change and its causes were examined. The anthropocentric worldview, modern industrial, scientific and technological growth, and consumption-oriented social structure can be cited as the causes. An anthropocentric worldview justifies everything from the human point of view, and nature is the subject of human domination, but one regarded as a tool. In addition, as the scale of human economic activity increases, energy consumption increases, and the threat of ecosystem destruction increases with the increase in energy consumption. Individual affluence and increased consumption are exacerbating ecosystem tensions. In order to solve the problem of climate change, ecological education clues were found in the Bible. Through creation, the relationship between humans and nature was identified as coexistence and coexistence. Through the principle of sabbath, it is possible to bring about the restoration of humans and nature, and from the point of view of the incarnation, the world was understood as the 'body' of God. Based on these clues, the direction of Christian ecological education was explored by suggesting a transition to an ecological paradigm, restoration of creative spirituality, and cultivation of ecological imagination. In the crisis of climate change, it is hoped that the recovery of the earth will take place and that we will be able to stand again as a responsible being through the Christian ecological educational approach.

• Journal of Science Education
• /
• v.36 no.1
• /
• pp.22-34
• /
• 2012

This study was aimed to discuss how to improve the professionalism enhancement program for teachers in charge of energy and climate change education based on STEAM perspectives. It analyzed the program according to the specialties of the teachers in charge of training, and identified the degree of professionalism enhancement of the participating teachers through the pre- and post-survey. Also, researchers described the strengths and weaknesses, opportunities and threats of this program that were found through the interviews with trainees by participating in the program in person. The results were as follows; First, teacher's training course in charge of energy and climate change education should be approached from the perspective of STEAM education. Second, teachers should have time to discuss their activities after they complete experience learning related with STEAM education. Third, it should be a 60-hour intensive course, but the burden for the teachers should be reduced by using online programs. Fourth, the training program should be planned based on the focus on improving the professionalism. Also, there should be enough time to prepare for the training program. Fifth, energy and climate change teacher training program should be practice-oriented, using hands-on experiences and experiments, in fusion education. Sixth, it would be better to run energy and climate change teacher training programs according to the level of schools. However, several courses could be mixed between different levels of schools.

• Food Industry
• /
• s.212
• /
• pp.68-74
• /
• 2009

기후변화(Climate change) 문제가 세계적인 초미의 관심사로 대두되고 있다. 특히 기후변화의 주범이 인간활동인 것이 밝혀지면서(IPCC, 2007), 국제사회는 기후변화협약(UNFCCC), 온실가스 배출량 규제 등 21세기 인류가 직면한 최대 위기인 기후변화를 극복을 위한 완화(mitigation)와 적응(adaptation) 전략을 수립하고 시행하기 위하여 총력을 기울이고 있다. 기후변화는 인류와 관련된 모든 분야에 다양하면서 광범위한 영향을 준다. 특히 기후변화로 인한 기온, 습도, 강수량 등의 변동은 식품과 관련된 생물학적, 화학적 및 물리적 위해인자들의 변화를 초래할 것이고, 이는 곧 식품안전 사건과 사고와 직결된다. 우리나라의 기후변화가 이미 국제적 기후변화의 수준을 추월하였고, 향후 급속한 기후변화가 전망됨에 따라(국립기상청, 2009) 기후변화로 인한 식품안전 분야의 적절한 사전예방적 대책 마련이 필요한 상황이다. 이러한 대책의 수립이 시급함에도 불구하고, 기후변화와 식품안전에 대한 과학적으로 증명되어야 할 불확실한 부분이 많이 내재되어 있는 것도 사실이다. 따라서 본고에서는 기후변화로부터 식품안전을 확보하기 위한 제도 정책적 전략 수립에 도움을 주고, 기후변화에 따른 식품안전 분야의 영향에 대한 정보를 국민에게 정확하게 전달할 수 있는 홍보 교육 자료의 개발에 활용할 목적으로 수행된 "기후변화와 식품안전에 대국민 인지도 설문조사" 내용 중 종요한 부분을 발취하여 정리하였다. 이 설문조사는 전국 16대 광역시도에 거주하는 만 13세 이상의 국민을 대상(유효 응답자수 1,036명)으로 "기후변화 인식수준", "식품안전 인식 수준", "식품안전 지식 수준"에 대한 16가지 질문을 전화 면접조사를 통해 설시되었다(표준오차 3.04%, 95% 신뢰수준).

• Journal of the Korean Society of Earth Science Education
• /
• v.17 no.1
• /
• pp.70-85
• /
• 2024

The purpose of this study was to find out what impact climate action has on study participants and why climate action education is difficult in high schools. For this purpose, a basic qualitative research method was selected, and the study participants were five middle school students at the time of the activity. The results of this study are as follows. Due to the climate action in middle school, the participants' career path changed specifically and their climate literacy was cultivated. And climate action education in high schools was not enough. Environmental subjects that provide climate action education were difficult to open because they were not chosen by many students, and it was unrealistic to provide climate action education during creative experiential activities due to the burden of college entrance exams. The discussion points of this study are as follows. Climate action needs to be encouraged among middle school students because it helps shape career paths and cultivate climate literacy. Additionally, because sustainability is important in climate action, there is a need to establish specialized courses in climate action education in the curriculum of elementary, middle, and high schools so that climate literacy can be maintained consistently.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.2
• /
• pp.115-133
• /
• 2021

The purpose of this study is to develop a teaching-learning plans for middle school Home Economics that practices clothing life in response to climate change. Four steps of analysis, design, development, and evaluation were used for the research. 'Phenomenon and cause, impact (environmental, economic and social) and response (relaxation and adaptation)' were selected as educational content elements for climate change through reviewing the literature related to climate change. Six types of middle school Technology and Home Economics textbooks under the 2015 revised curriculum were analyzed using the selected content elements for climate change as the basis for analysis according to the data type(reading data, picture data, activity data) and clothing use cycle (production, purchase, use, and disposal). Based on the content elements of climate change in the clothing life area extracted through textbook analysis, a total of 12 teaching-learning plans in response to climate change were developed by utilizing various teaching and learning methods, data and media. The teaching-learning plans were designed based on an integrated understanding of the phenomena, causes, effects, and responses of climate change for the students to realize the seriousness of climate change and to exercise positive influence on families and society.

• Journal of the Korean earth science society
• /
• v.43 no.3
• /
• pp.446-463
• /
• 2022

This study suggests the need for polar literacy education as an effective conceptual system to explain climate change in terms of science education in line with the common effort of humankind to respond to global environmental changes. To this end, we investigated the status of polar literacy in high school students through quantitative tests and qualitative interviews and discussed the resulting implications. A total of 329 high school sophomore students from two high schools participated in a test consisting of 25 true and false questions developed by referring to the Polar Literacy Principles, while 13 students agreed to be interviewed. The results showed that a somewhat insufficient understanding and conceptual gaps appeared regarding several areas of the Polar Literacy Principles. Knowledge of the geographic features of the polar regions was weak, and little was known about the components and key characteristics of the cryosphere. The lack of understanding of these concepts results in the inability of students to link the operational mechanisms of polar and global climate change sufficiently. While accepting unsatisfactory concepts in the school curriculum without criticism from outside media, students perceived the mechanism of climate change as somewhat monotonous or distorted. Moreover, linguistic information, analogies, and visual observation were used as cognitive strategies to compensate for the ambiguous understanding of polar and climate change. Based on the abovementioned results, we argue that polar literacy education should be introduced as a new knowledge system that can be used to aid a systematic and comprehensive understanding of climate change within the school science curriculum. Additionally, we suggest the following implications: review the consistency of knowledge related to polar literacy in other subjects, provide critical standards for out-of-school media information related to climate change, examine students' misconceptions, and identify improved thinking strategies.

• 산림경영
• /
• s.188
• /
• pp.6-9
• /
• 2008

연기후변화를 막는 데 숲은 매우 중요한 자원이다. 탄소를 흡수하기 때문이다. 이런 숲이 정작 기후변화 때문에 위태로운 지경이다. 올봄에도 수락산, 북한산 등의 수도권 인근 산을 비롯해 전국 62곳에 달하는 산에서 1만여 그루가 넘는 참나무가 잘려나갔다. 참나무의 흑사병이라고 불리는 '시듦병' 때문이다. 좀벌레들이 지구온난화에 따른 기온 상승으로 활동 주기가 빨라져 피해가 컸다고 한다. 기후변화 리더십 과정 제6강은 장마가 시작되기 하루 전인 지난 6월 16일, 서울 동대문구 회기로에 위치한 국립산림과학원 홍릉 수목원에서 진행됐다. '탄소를 담는 그릇'으로서 숲의 가치를 되짚어보는 두 전문가의 강연을 들은 뒤, 수강생들은 숲 체험 교육을 받았다. 그리고 파란 하늘 아래 신선한 녹음 속에서 힘찬 목소리로 '저탄소 경영' 선언문을 낭독했다.

• The Journal of the Korea institute of electronic communication sciences
• /
• v.18 no.5
• /
• pp.953-964
• /
• 2023

Climate change is undeniably the most urgent challenge that humanity faces today. Despite this, the level of public awareness and understanding of climate change remains insufficient, indicating a need for more proactive education and the development of supportive content. In particular, it is crucial to intensify climate change education during elementary and secondary schooling when values and ethical consciousness begin to form. However, there is a significant lack of age-appropriate, experiential educational content. To address this, our study has developed an innovative 3D simulator, enabling learners to indirectly experience the effects of climate change, specifically sea-level rise. This simulator considers not only sea-level rise caused by climate change but also storm surges, which is a design based on the analysis of long-term wave observation big data. To make the simulator accessible and engaging for students, we utilized the 'Unity' game engine. We further propose using this simulator as a part of a comprehensive educational program on climate change.

• Journal of Science Education
• /
• v.38 no.2
• /
• pp.430-442
• /
• 2014

The purpose of this study is to investigate the Preconception about the causes and consequences of climate change. Participants were 196 High school students who live in Seoul and Gyeong-gi Province. And data was collected through questionnaire to confirm preconception about the causes and consequences of Climate Change. After confirming with students preconceptions, 10 people randomly selected and Semi-structured interview were conducted. The findings is students did not know exactly about Ozone depletion, global warming, the greenhouse effect factors and causal relationships. And we can confirm that the student's preconception is affecting.

• Magazine of the Korean Society of Agricultural Engineers
• /
• v.63 no.3
• /
• pp.55-61
• /
• 2021