• Title/Summary/Keyword: climate change

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Elementary Teachers' Knowledge and Teaching of Climate Change

  • Nam, Youn-Kyeong;Kim, Soon-Shik;Lee, Young-Seob
    • Journal of the Korean Society of Earth Science Education
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    • v.4 no.3
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    • pp.199-204
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    • 2011
  • This study examines eighteen elementary teachers knowledge and teaching practrice of climate change using the KQEM survey, modified from the survey developed by Leiserowitz, A., Smith, N. & Marlon, J.R. (2010). The survey includes 11 questions from KQEM survey and 2 open ended questions about teachers' knowledge of climate change and their understandings of important climate change concept for elementary students. All of the participant teachers were purposefully selected for the study and were participated in the study volunteerly. The data for this study were analyzed both quantitatively and qualitatively. The result of this study indicates that the teachers have knowledge of climate change specifically about the topics of causes of climate change and consequences of climate change such as shifting biome and ecological impacts. While most of the teachers described climate change phenomena using scientific knowledge, some of the teachers (N=2) showed misconceptions about climate change phenomena. Most of the teachers thought the causes of climate change and potential solutions to reduce climate change are important concept that elementary students need to understand about climate change. Actually, most of the teachers are currently teaching the causes and consequences of climate change (N=13) potential solutions to global warming (N= 8). This study could inform teacher educators about what elementary teachers understand about climate change and what elementary teachers are currently teaching about climate change.

Development of the Goal and the Content System for the Climate Change Education (기후 변화 교육 목표 및 내용 체계 개발)

  • Kwon, Ju-Yeon;Moon, Yun-Seob
    • Hwankyungkyoyuk
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    • v.22 no.1
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    • pp.68-82
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    • 2009
  • Global climate change is associated with all of the human activity, and its sudden change can be taken an issue of the serious environmental problem in our human society. The purpose of this study is to develope the goal and the content system for the climate change education. As a result, first, according to the questionnaires on climate change, students from Grade 3 to Grade 10 seem to interpret it as fragmentary perspectives. In addition, in terms of students' own actions as the corresponding strategy to climate change, the higher their grades were, the lower their actions were. Second, the development goal on climate change and its educational directions were set by reflecting students' perception. The education goal on climate change is to perceive the changing environment by understanding phenomena of climate change, to propose plans that can mitigate and adjust climate change through a variety of research, and to keep practicing the proposed plans as a member of a community for the global environment. Third, fields and items of educational contents to climate change were created and drawn out. The content system is composed of 'basic science of climate change', 'relationship with climate change', and 'coping with climate change'. Furthermore, concrete contents for the climate change education in elementary school were suggested so that its goal and content system can be used in the existing curriculum.

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Thoughts on Climate Change Education In Korea (우리나라 기후 변화 교육의 방향에 관한 고찰)

  • Kim, Chan-Kook;Choi, Don-Hyung
    • Hwankyungkyoyuk
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    • v.23 no.1
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    • pp.1-12
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    • 2010
  • Facing the issue of global climate change, it is important for environmental educators to prepare a person who is able to understand of, communicate about, and make informed decisions on the climate change. Climate change education is to help learners understand of human influence on climate and climate's influence on them and society. This study was conducted in a way to discuss how climate change education could be implemented in Korean context. For this purpose, several documents and research articles on climate change education and communication were analyzed: Climate literacy, guidelines for K-12 global climate change education, and guidelines for effective climate change communication and message and so on. Many of the documents emphasize age appropriateness, positive thinking, participation and empowerment in climate change education while suggesting not to burden young learners with fears. Some documents such as the climate literacy suggest key concepts and/or essential principles of climate change education. Based upon the analysis, several considerations to incorporate the concepts in climate change into educational programs were suggested for further discussions.

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Climate Change Adaptive Implementation Assessment Proposal for Local Governments Utilizing Vulnerability Index

  • Lee, Sangsin
    • Journal of Forest and Environmental Science
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    • v.35 no.1
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    • pp.47-53
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    • 2019
  • This study applies the concept of climate change vulnerability assessment in order to suggest climate change adaptation effects in a quantitative manner, given that previous studies have hitherto rely on qualitative assessment, as climate change adaptive policies are currently being implemented by local governments of Korea. The vulnerability assessment tool used in this study is VESTAP ("Vulnerability assESsment Tool to build a climate change Adaptation Plan"), which was developed by the Korea Adaptation Center for Climate Change (KACCC), and applied to gauge the vulnerability of pine trees to diseases and pests within Chungcheongnam-do. The climate change adaptation project for vulnerability improvement was assessed only in terms of forest disaster prevention and change in regional climate change vulnerabilities within 16 regions of Chungcheongnam-do as the result of 2016 Climate Change Adaptation Project (Forest Disaster Prevention Project). As a result, it was observed that climate change adaptive capacity has improved according to change in the area of forestland with disaster prevention, and the vulnerability indicator decreased, confirming the impact of the climate change adaptation (forest disaster prevention) project. Also, analysis of regional climate change adaptation project scales and change in vulnerabilities allowed us to determine the regional propriety of climate change adaptation (forest disaster prevention) projects launched in 2016.

A Review of Studies on Vulnerability Indicator for the Climate Change Adaptation over South Korea (한반도 기후 변화 적응을 위한 취약성 지수 산정에 관한 고찰)

  • Kim, Cheol-Hee;Kim, Eun-Hwa;Song, Chang-Keun;Hong, You-Deog;Yoo, Jeong-A;Hong, Sung-Cheol
    • Journal of Environmental Science International
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    • v.20 no.6
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    • pp.789-798
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    • 2011
  • Climate change assessment, together with climate change adaptation process, would be one of the worldwide important issues, and the study on climate change vulnerability indicator has been an essential problem for climate change adaptation. Vulnerability indicator can be used as a good tool to estimate the impact of climate change and to map out the distribution of its vulnerability over the given area both in Korea and other countries. This study addressed the conceptual summary on the assessment of climate change and its adaptation process. Previous studies on how to yield the vulnerability indicators of climate change are reviewed and several previous results of vulnerability indicators applied to Korean provinces are also discussed here.

Development of Climate Change Education Plan: Focus on Applicable Plan of Middle School Curriculum (기후변화 교육 방안 개발: 중학교 교육과정에서 적용가능한 방안을 중심으로)

  • Woo, Jung-Ae;Nam, Young-Sook
    • Hwankyungkyoyuk
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    • v.25 no.1
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    • pp.117-133
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    • 2012
  • The purpose of this study was to develop a middle school science climate change education plan. The detailed contents of the study are as follows: First, a research study was conducted for understanding climate change and the direction and contents of the climate change education were set up. Second, the climate change education plan was prepared. The middle school climate change education plan were arranged through research study. The results of the study are as follows: First, the direction and contents of the climate change education were arranged. The direction of the climate change education was arranged to reflect the global science education system, sustainable development education, and youth leadership. Second, the middle school climate change education plan was arranged. The middle school climate change education plan includes a course of study and creative experience program. The plan for the course of study focused intensely on scientific study.

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Risk Assessment of Public Agencies' Buildings due to Climate Change (기후변화에 따른 공공기관 건축물의 리스크평가)

  • Choi, Yun-Cheul
    • Journal of the Architectural Institute of Korea Structure & Construction
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    • v.33 no.12
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    • pp.3-10
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    • 2017
  • Climate change not only has various impacts such as human shoes, economics, the environment, industry, etc. but the damage caused by this is also increasing, it is expected that severe damage will not occur without efforts to respond to climate change ing. Therefore, as the impact of climate change like the extreme weather phenomenon is dailyized and its strength tends to become stronger, as much as the mitigation measures of climate change, as a comparative effort to reduce the negative impact of climate change, adaptation to climate change is necessary. Especially when the damage caused by climate change (intense heat, torrential rain, cold wave and heavy snow etc.) as an institution responsible for the provision of public services such as public institutions, the socio-economic spread to the nation and the people The effect is very large. We confirmed the level of response to climate change for the entire public institution, and selected climate change risk which is relatively important for specific facilities and business establishments of public institutions, climate change adaptation measures We will try to utilize it as basic material of establishment.

Study on Consumer Cognition and Clothing behavior of Climate Change (기후변화에 대한 소비자의 인식과 복식행동 연구)

  • Son, Mi Young
    • Journal of Fashion Business
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    • v.21 no.4
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    • pp.61-72
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    • 2017
  • The purpose of this study was to analyze the impact of climate change cognition on clothing behavior of fashion consumers to understand the impact of climate change on the fashion system. An online survey was conducted of 385 people in their 20s-50s working in the fashion industry as well as general consumers. Data collected from surveys were analyzed by factor analysis and t-test. Results are as follow: First, climate change cognition consists of four sub-dimensions, which are 'knowledge of climate change' and 'recognition of climate change in Korea'. Second, clothing behavior related with climate change consists of six sub-dimensions, which are 'environmentally-friendly fashion purchases', 'new clothes-wearing style affected by climate change', 'ethical fashion consumption', 'pursuit of functional fashion', 'pursuit of seasonless fashion', and 'clothes-wearing in response to climate change.' Last, the group with higher cognition of climate change than the group with lesser cognition had significantly higher degree of trying new styles created because of climate change, making ethical fashion purchases, pursuing functional fashion, and wearing clothes in response to climate change.

A Conceptual Approach to Evaluating the Reliability of a Climate Change Adaptation System

  • Park, ChangKeun;Cho, Dongin
    • Asian Journal of Innovation and Policy
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    • v.9 no.1
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    • pp.36-55
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    • 2020
  • Climate change is one of the most discussed issues in international for a today. Evaluating the effect of climate change at a regional level and setting up an appropriate policy to address the issues associated with climate change require a proper evaluation process on the climate change and adaptation projects already implemented. Although various evaluation approaches to climate change adaptation programs have been proposed, it is rare to find a proper systematic approach to evaluating the reliability of those climate change adaptation programs. In the current situation regarding the system to evaluate climate change adaptation programs, the purpose of this study is to suggest a theoretical and standardized evaluation system on the reliability of climate change adaptation schemes. The new approach suggested in this paper will be appropriate when requiring a confidence level for adaptation programs that are specially localized and categorized. Using various quantitative and qualitative evaluation methods with the inherent reality mechanism, we provide a conceptual framework to measure the reliability of climate change adaptation programs with a flexible adjustment process. With the proposed framework, it is possible to provide the level of confidence on the results collected from the evaluation systems and construct a standardized, system-wide assessment procedure toward climate change adaptation policies. By applying this approach based on scientific evidence on the reliability of climate change adaptation policies, appropriate and efficient climate change adaptation programs will be properly designed for and implemented in Korea.

The Educational Effect of History Lessons on the Subject of Climate Change Regarding Environmental Awareness (기후 변화 주제를 다룬 역사 수업의 환경교육 효과)

  • Kim, Eun-Jeong;Yun, Sun-Jin
    • Hwankyungkyoyuk
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    • v.22 no.2
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    • pp.56-78
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    • 2009
  • Currently, climate change is regarded as one of the most important environmental issues in the 21st century. However, climate change education is not seriously carried out in schools. This study is concerned about enhancing students' recognition about climate change and actions responding to climate change through an history discipline. More specifically, this study tried to identify the effect of history lessons on environmental education, especially focused on climate change, by performing an experiment. The experiment was designed based on Solomon four-group design and carried out in one high school in Gwangmyeong city. Findings of the experiment are as follows. First, students who had taken the reorganized history lesson based on climate change - that is, students with experimental treatments - gained higher understanding of climate change than before and students of control groups. Second, students with experimental treatments gained higher understanding about relationship between history and climate change. Third, students with experimental treatments showed higher possibility of taking responding actions to climate change. In conclusion, history lessons reorganized with environmental issues, for instance climate change, have big potential for environmental education since they contribute to enhancing environmental recognition and prompting responding actions through exploration the effects of existing historical facts. Interdisciplinary approach like that taken in this study will provide students with more comprehensive and extended prism for the environment.

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