• Journal of the Korean Institute of Educational Facilities
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• v.16 no.2
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• pp.9-12
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• 2009

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.115-131
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• 2021

As the global climate change emergency is escalating, the need for 'Social Action-Oriented SSI (SAO-SSI) on climate change topics' in science education that can change society through social activity is increasing. By employing sociocultural theory, this study explores the challenges of limiting teacher's agency in implementing SAO-SSI on climate change topics in science education. Data from participant observation for 46 lessons, in-depth interviews with participants, field notes, and teacher reflection notes were analyzed by the structure of into micro- (classrooms), meso- (school), and macro- (Korea society) level. At the micro-level, the teacher's new attempts of SAO-SSI on climate change topics class made it difficult for him to identify students' understanding of climate change, because they have a low sense of perception that climate change is also their problem. In addition, the teacher had difficulties leading students' into an engagement for social action because students were skeptical about the feasibility of planned social behavior by positioning themselves as children or had difficulty in understanding social action and sympathizing with its values. At the meso-level, a school culture that encourages the implementation of a curriculum similar to that of colleagues, it was difficult to implement one's own curriculum. And it was difficult to develop expertise without the support and communications with colleagues who revealed the burden of unfamiliar science topics of climate change. In addition, conflicts arose in the process of implementing out-of-school social actions with the principal's passive support. At the macro-level, the insufficient proper material resources for SAO-SSI on climate change topics class, and negative perceptions on the students' social action in the society were acting as constraints. We offer implications for what kind of structural support and efforts from various subjects in the educational community should be provided to implement SAO-SSI on climate change topics class in science education.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.202-211
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• 2021

The purpose of this study is to find out the Learning elements in 'Curriculum Reconstruction' of Elementary Pre-service Teachers in Connection with 'The weather and our daily life'. The pre-service teachers who participated in the study formed a research group of 29 students in 2nd grade who are attending the first semester of A university of education and taking courses in 'teaching research 1'. Participants described the learning topics and contents they would like to add to curriculum 'The weather and our daily life'. Each response was analyzed and classified based on scientific terms related to weather or climate. The results of the study were as follows. First, there were three learning topics related to weather, such as water phenomena in the atmosphere, fine dust and yellow dust phenomena, and light or electricity phenomena, and two topics related to climate such as abnormal climate and global warming. Second, interest in the problem of fine dust and yellow dust in the atmosphere was relatively high. Third, the interest in learning in the knowledge area was relatively higher than in the learning in the function or attitude area. Through these research results, it can be confirmed that it is necessary to develop a climate change or climate crisis education program.

• Proceedings of the Korea Water Resources Association Conference
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• 2009.05a
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• pp.337-341
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• 2009

지구의 평균기온이 지속적으로 상승함에 따라 지구온난화로 인한 기후변화는 지구에 분포되어 있는 극지방의 빙하들을 녹임으로써 지구의 물 순환시스템을 교란시켜 집중호우와 태풍, 가뭄, 낙뢰 등 예측을 불허하는 극한 기상변화를 발생시키고 있다. 기후변화로 인해 바다의 수온이 상승함에 따라 빙하가 녹거나 바닷물이 팽창하여 해수면이 상승하게 되는 바, 1990년 대비 2000년대에 동해바다에서는 상승률이 0.07cm/yr이던것이 0.20cm/yr로 나타났으며, 서해바다에서는 0.14cm/yr이던 것이 0.18cm/yr로 나타났고, 남해바다에서는 0.32cm/yr이던 것이 0.34cm/yr 로 평균상승률이 1990년대에 비해 증가하는 것으로 관측되었다. 본 연구에서는 기후변화로 인한 자연재해 피해를 최소화하기 위해 소방방재청의 현행 업무를 중심으로 재해를 예방하기 위한 풍수해 업무별 추진해야할 연구과제들을 조사 제시하고자 하였다. 기후변화에 따른 재난분야의 정책과 관련된 연구적인 측면의 분야를 제시하기 위하여 최근에 나타난 자연재난 피해현상에 대한 원인 및 대책을 기초로 하여, 재난관리분야에서 추진하고 있는 업무를 계승 발전시킴으로써 기후변화로 인한 피해를 예방 또는 최소화 할 수 있는 방향으로 제시하고자 하였다. 기후변화에 따른 소방방재청의 풍수해 재난관리 분야 종합계획을 제시하기 위해 본 연구에서는 기후변화 관련 최근 국내 외의 동향을 먼저 살펴보았다. 1977년부터 2006년까지 우리나라 최근 30년간의 재해연보에 제시되어 있는 시설물별 피해액을 조사하여 시설물 중 피해액이 많은 순으로 주요피해 시설물을 파악하였다. 여기에서 주요피해 시설물로는 하천, 도로, 소하천, 수리, 농경지, 사방 등의 순으로 나타났다. 이러한 주요시설물에 대한 피해현황을 파악하기 위하여 대규모 풍수해 피해에 대한 현황, 원인분석 및 대책이 제시되어 있는 각종 피해조사 보고서, 연구보고서 및 전문 학술지 기사들을 수집 분석하였으며, 수집된 자료를 토대로 각각의 재해피해현상에 대하여 시설물의 피해현상, 원인 및 대책을 분류하여 분석하고자 한다. 재난관리 분야 중 우수유출저감시설 관련 제시된 업무방향을 보면 침투 저류를 위한 우수유출저감시설의 개발연구, 침수위험지구의 지정기준 등급별 방재대책 방안연구, 유역별 재해위험 저감능력의 평가기준 개발, 단위구역별 우수유출저감시설의 확보기준 연구, 우수유출저감시설의 국내 표준화 방안 연구, 우수유출저감시설 설치자에 대한 인센티브 도입방안 연구, 피해지역의 매입을 통한 저류지화 방안 연구, 우수유출저감시설 설치효과의 교육 홍보 및 우수유출저감시설의 국제 표준화 기준 제정 추진 등이 필요할 것으로 조사되었다. 여기에서 제시된 재난관리 업무분야별 많은 연구과제들이 향후 연구할 수 있는 재원확보로 이어져 재난관리의 업무발전에 도움이 될 수 있도록 하여야 하겠으며, 주요 결론으로는 다음과 같다. 첫째, 우리나라는 기후변화에 대해서는 기존에 소극적으로 대응하였으나 기후변화대책기획단을 만들어 적극적으로 대처하고 있으므로 기후변화와 관련된 여러분야가 활성화 될 것으로 판단된다. 둘째, 국외의 기후변화 대응사례에서 보면 시설물의 규모를 볼 때 큰 규모의 예산을 투입하는 것으로 판단되는바, 이는 향후의 불확실한 기후변화에 대비하는 선진적인 판단으로 검토되어야 할 것이다. 셋째, 풍수해 관련 주요업무 8가지에 대하여 추진해야할 업무방향 48개를 선정 제시하였다.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.334-343
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• 2018

The purposes of this study were to examine the general tendency of knowledge and problem solving abilities of children to cope with climate change and to find out whether there is a difference in the ability to cope with climate change based on the gender and age of young children. For this purpose, 129 children aged 5 and 6 who are attended in day care center in Seoul and Gyeonggi area were selected. We used 10 questions to measure climate change response knowledge modified environment conservation knowledge checklist and used five problem solving situations to measure climate change response problem solving ability modified safety problem solving ability test item. The collected data were analyzed using mean, standard deviation, two-way ANOVA, and Pearson's correlation coefficient. As a result, 6-year-old children's knowledge of climate change response and ability to solve climate change problems was higher than that of 5-year-olds. There was no gender difference in knowledge of climate change response and ability to solve climate change. The higher the knowledge level of children's response to climate change, the higher their ability to solve climate change response problems. The results of this study confirmed the association between children's knowledge of climate change response and problem solving ability and showed that a more systematic curriculum for improving knowledge and problem solving ability for preventing climate change needs to be provided to children.

• Journal of Climate Change Research
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• v.4 no.4
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• pp.409-416
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• 2013

Recently, the property damage has been increasing due to climate change in South Korea. While the general public has become more aware of the environmental issues, but the environmental education system has not been able to meet up with the demands of the public. The purpose of this study is to suggest preliminary data which is needed for developing a environmental textbook. A survey was conducted to meet the following requirements. Respondent's level of interest in problems or situations concerning the following eight themes: fundamental science, health and medicine, aerospace engineering, life science, electrical electronics, telecommunication, mineral and energy resources, environment. The data was collected from 139 students in Seoul and Gyeonggi province. The results showed that health and medicine issues interest students the most (49.6%), followed by environment (46.8%). We asked the respondents who were very interested in each question for their reasons, and they answered that environmental issue is related to the improvement of their life quality (53.8%) than their curiosity (38.5%). Students were very interested in the other issues because of just curiosity. Most students (90.6%) said seasonal change was not same each year. 18.0% of respondents replied that they and their friends had experienced climate change. The majority of students (94.2%) thought that they will experience natural disaster blamed on climate change during their life. In other words, climate change is already the day-to-day events of their lives. The majority of their opinions, more then three than ten students(30.9%) said the South Korean government should conduct an energy saving campaign to climate change problems followed by expanding new renewable energy (24.5%), conducting adaptation policies of climate change(22.3 %), introducing of a system as like $CO_2$ emissions trading(20.9%) and so on. There are more Stu- dents (69.1%) who know of new renewable energy than students who don't know it; however, respondents who know the meaning very well were just 18.7% showing that most students dimly know the meaning of new renewable energy.

• Bulletin of Korea Environmental Preservation Association
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• s.396
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• pp.24-27
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• 2011

지금 세계는 기후변화, 물부족, 사막화 식량위기 등 환경과 자원 위기를 겪고 있다. 따라서 환경에 대한 모두의 관심과 위기의식은 그 어느 때보다 높아져 가고 있다. 이러한 문제를 해결하기 위한 가장 근본적이고 효과적인 방법은 환경교육이라고 생각한다. 그간 해외 선진 환경 교육 사례를 통해 발견한 해외 특화 환경교육아이템으 소개하여 우리나라 환경교육 장기 발전 방안을 제안하고자 한다.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.734-751
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• 2021

The purpose of this study is to prepare basic data to reflect polar literacy education in the school curriculum. The perception about the polar regions, teaching experience, and polar-related cognitive and affective characteristics of teachers were investigated. The survey was conducted among 56 elementary, middle, and high school teachers from schools from 10 major cities and surrounding regions, based on their perceptions of the polar region, current teaching status, polar knowledge, and beliefs and attitudes toward polar region and climate change. Results showed that although teachers' polar information efficacy was low, they positively evaluated the status of educators in resolving polar and climate change problems, and prioritized global citizenship values over practical purposes. The experience of teaching polar region and climate change issues at schools varied across subjects and non-subjects, but showed a passive aspect in teaching development, such as wanting to be provided with consolidated learning materials. On the cognitive aspect, teachers revealed an ambiguous understanding of the mechanisms and processes by which polar change and climate influence each other. On the affective aspect, most teachers showed strong beliefs and attitudes for polar-related issues beyond the school level, but their behavior choices were relatively lower. Based on the results, we propose the following as recommendations: providing opportunities and materials to promote polar knowledge, discovering educational materials in various contexts to form values and attitudes, developing educational materials from polar research materials, identifying misconceptions about polar knowledge among students and teachers, strengthening elementary school teachers' polar literacy, and cultivating positive attitudes and values toward polar issues.

• Journal of Practical Agriculture & Fisheries Research
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• v.20 no.1
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• pp.107-123
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• 2018

The global impact of climate change on agriculture is now increasing. The purpose of this study was to investigate the effect of climate change on livestock productivity. The variables that have the greatest influence on climate change factors were examined through previous studies and expert surveys. We also used the actual productivity data of livestock farmers to investigate the relationship with climate change. In order to evaluate the climate for changes in livestock productivity, national representative data (such as bullocks, dairy, pigs, laying hens, and broilers) were surveyed in Korea. Also, to select and classify evaluation indexes, we selected climate change factor variables as prior studies and studied the weighting factor of climate variable factors. In this study, the researchers of industry, academia, and farmers in the livestock sector conducted questionnaires on the indicators of vulnerability to climate change using experts, and then weighed the selected indicators using the hierarchical analysis process (AHP). In order to verify the validity of the evaluation index, was examined using domestic climate data (temperature, precipitation, humidity, etc.). Correlation and regression analysis were performed. The empirical relationship between climate change and livestock productivity was examined through this study. As a result, we used data with high reliability of statistical analysis and found that there are significant variables.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.501-517
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• 2021

In the present age, when the development of science and technology is leading the changes, this study supports the view that students should possess the literacy to participate democratically and critically in socio-scientific issues, and should be positioned as agentic and participatory citizens. Accordingly, we implemented a club activity that emphasize climate social action for elementary students, and explored how students were positioned in relation to climate change. In this study, position is defined as a complex cluster of rights and duties that students have in relation to climate change. The club activity was implemented throughout 46 sessions from March to July, 2019 for 11 sixth graders of 'H elementary School' in Seoul, and transcripts of video and interviews were analyzed by means of a constant comparison method. In the course of the activity consisting of three steps, the students exhibited different positioning and they are as follows: In the global warming modeling activity for Step 1, students were positioned as 'active learners', but at the same time, they showed a contradiction in being positioned as 'apprentice'. In the student-led research activities inherent to Step 2, they were positioned as 'scientists who design and conduct research' and 'bystanders' due to the controversial nature of SSI knowledge. As students participate in the social actions involved in Step 3, the position changed from 'elementary school students facing difficulty in making a change' to 'participatory citizens creating changes.' This study is significant because it shows students' potential to promote participatory and democratic citizenship through action-oriented SSI activities. In addition, pedagogical approaches were discussed dealing with the contradictions and limitations of positioning.