• 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.

• Research in Community and Public Health Nursing
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• v.33 no.4
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• pp.432-445
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• 2022

Purpose: The purpose of this study was to identify the relationship of the school organizational climate with perceived discrimination and the workplace violence among school health teachers. Methods: The research design was a cross-sectional study. The subjects of the study were 350 school health teachers with more than one year of teaching experience. Data were collected online using a questionnaire. Research variables are general characteristics, organizational climate, perceived discrimination, and workplace violence. The relationship between organizational climate and perceived discrimination and the relationship between organizational climate and workplace violence were analyzed using regression analysis. Results: The score for organizational climate of health teachers was 3.10 out of 5 points, the score for perceived discrimination was 2.85 out of 5 points, and the experience rate of workplace violence was 16.9%. School organizational climate was related to both workplace violence and perceived discrimination. The subcomponents of organizational climate affecting perceived discrimination of health teachers were interrelationship and the level of compensation. The subcomponents of organizational climate affecting workplace violence of health teachers were interrelationship and autonomy. Conclusion: The improvement of the school's organizational climate can reduce the level of workplace violence and discrimination against health teachers. It is important to establish an appropriate evaluation system for health teachers and to recognize the role and expertise of health teachers. In addition, it is necessary for school administraters to actively support health teahcers and to create an organizational climate where they can be friendly and communicative.

• Hwankyungkyoyuk
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• v.22 no.2
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• pp.1-22
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• 2009

Even though climate change is visibly proceeding and public concern about climate change is increasing both nationally and internationally, teenagers' and students' perception of climate change is relatively low in Korea. Since climate change is a problem with long-term effects, it is young people including children and juveniles of the current generation and future generations who are more affected by climate change. They are the most interested party who should know why climate change happens, what kind of impacts will be given, and how to respond to the problem. Based on the aforementioned concern, this study aims to explore the extent and contents of school education with regard to climate change in Korea as well as in other advanced countries and to provide policy suggestions. This study finds that school climate change education requires consideration of multiple aspects including reorganization of school curriculum, revitalization of related programs by school, expansion of teachers' training chances, in which multiple institutions such as the Ministry of Environment, the Ministry of Education, Science and Technology, Offices of Education are related and, consequently, the activation of climate change education program is by no means simple. Therefore, for effective climate change education in schools, cooperation and coordination of related institutions are essential, along with development of diverse school education curriculums and programs and training programs for teachers.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.938-953
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• 2012

The purpose of the study was to develop a middle school science climate change education program, apply the program, and analyze the effects of the program. The climate change education program improves understanding of climate change and ability to take action about climate change. The results of this study are as follows: First, middle school science climate change education program was developed to cover eight topics. The middle school climate change education program contained the phenomenon of climate change, the cause of climate change, the impact of climate change, and a climate change measurement system. These contents were developed to reflect the global science education system and sustainable development education. Secondly, the results of the program's application showed that middle school climate change education program improved the knowledge and understanding levels of students, awareness, attitude towards, and the will of students to act in accordance to climate change.

• Journal of the Korean Society of School Health
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• v.28 no.2
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• pp.47-55
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• 2015

Purpose: This study aims to explore whether health promoting schools (HPS) affect school climate. The study is the first research that investigates the effects of Korean HPS on school climate. Methods: The study examined 2,791 students who participated in a study on HPS effectiveness conducted by MOE (The Ministry of Education) in 2014. Data were analyzed through descriptive statistics, factor analysis, and ttest using SPSS/WINdow 22.0. Results: There was a significant difference between the HPS and the comparison schools in terms of three school climate criteria ' School atmosphere', 'Teacherstudent relationship', and 'Peer relationship'. Conclusion: The study's result that Korean HPS has positive effects on school climate indicates a need to expand HPS in Korea's education sector.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.158-169
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• 2024

This study investigated the effects of climate change project learning on elementary students' attitudes toward climate change and environmental literacy. Climate change project learning was conducted on 174 sixth-grade elementary school students in a metropolitan city (77 male, 97 female), after which their perceptions and attitudes toward climate change and environmental literacy were assessed. The climate change project learning had a positive effect on the students' perceptions and attitudes toward climate change, which was surmised because of the climate change content sharing and discussions during the project learning. The climate change project learning also had a positive effect on the students' environmental literacy, especially their environmental attitudes, values, and behavior; however, there were no statistically significant changes found for environmental sensitivity. This study highlights the educational effects and implications of environmentally focused climate change projectbased education for elementary school students.

• 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.

• Hwankyungkyoyuk
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• v.22 no.4
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• pp.66-80
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• 2009

While global warming and climate change have been issues with global implications for ecology and nature as well as for the economy, politics and social sector, Korean's climate change awareness has been reported to be low. This phenomenon can be attributed to the fact that there is neither a systematic and continuous educational program for climate change nor a system to implement and support it. Although environmental education traditionally has not been a center of focus in most schools, the move towards "green growth" in national policies are slowly influencing school education as well. Throughout the year 2009, Green Suncheon 21 has offered a program called 'Suncheon Climate School' designed for elementary schools and regional centers for underprivileged children. Program instructors were sent to schools and centers that requested such climate change education. The aim of this study is to evaluate the success of the program and to provide feedback on its impacts. According to the study, students' interests in climate change have increased after the climate change education, and students found the lectures to be informative and interesting. Students said that they became more aware of the serious consequences of global warming and climate change and found that such education is beneficial and should be available to a wider population. This study suggests that first, school teachers should be aware of climate change and support such educational programs to be a part of the regular curriculum. Second, the content and the level of the program should be designed in consideration of the corresponding school curriculum to make the subject relevant and accessible to students.

• Korean Journal of Human Ecology
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• v.20 no.3
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• pp.583-594
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• 2011

The purpose of this study is to develop and evaluate a climate change education program for children in early childhood. The program was developed to enhance young children's ability to prepare for climate change. The program consists of 15 30-minute sessions. 38 5-year-olds (23 boys and 15 girls) participated in this program. The effects of this program were evaluated by the pre-school children's knowledge and problem solving abilities preventing climate change. Results showed that there was a significant experimental effect for knowledge of how to prevent climate change. Experimental group showed more knowledge than the control group. Also, there was a significant experimental effect on the problem solving abilities for preventing climate change. The experimental group showed greater problem solving abilities than the control group. The results of program evaluation revealed that this program was helpful for preparing young children for climate change.

• Journal of Preventive Medicine and Public Health
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• v.53 no.6
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• pp.447-454
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• 2020

Objectives: The aim of the present study was to investigate the relationships among hospital safety climate, patient safety climate, and safety outcomes among nurses. Methods: In the current cross-sectional study, the occupational safety climate, patient safety climate, and safety performance of nurses were measured using several questionnaires. Structural equation modeling was applied to test the relationships among occupational safety climate, patient safety climate, and safety performance. Results: A total of 211 nurses participated in this study. Over half of them were female (57.0%). The age of the participants tended to be between 20 years and 30 years old (55.5%), and slightly more than half had less than 5 years of work experience (51.5%). The maximum and minimum scores of occupational safety climate dimensions were found for reporting of errors and cumulative fatigue, respectively. Among the dimensions of patient safety climate, non-punitive response to errors had the highest mean score, and manager expectations and actions promoting patient safety had the lowest mean score. The correlation coefficient for the relationship between occupational safety climate and patient safety climate was 0.63 (p<0.05). Occupational safety climate and patient safety climate also showed significant correlations with safety performance. Conclusions: Close correlations were found among occupational safety climate, patient safety climate, and nurses' safety performance. Therefore, improving both the occupational and patient safety climate can improve nurses' safety performance, consequently decreasing occupational and patient-related adverse outcomes in healthcare units.