동아리 활동용 기후변화 글쓰기 프로그램이 중학생의 기후 소양에 미치는 영향

Abstract

The purpose of this study was to analyze the impact of a climate change writing program developed for club activities on middle school students’ climate literacy. The pre-test and post-test questionnaire centered around basic concepts such as scientific concepts, climate change impact, climate change perspective, climate change practice, and perspectives and attitudes toward climate change policies. The climate change writing education program was developed with a total of six education sessions, including writing about glacial change and the future appearance of the west coast of Greenland, making posters through climate change and waterfowl crises, drawing cartoons about life that is different from the global climate crisis, conducting a carbon neutral practice photo contest, investigating the sea ecosystem in posters on Earth Day, and discussing the dangers of biodiversity and the climate crisis to humans. As a result of applying the developed climate change writing education program, it seemed that the understanding in terms of concepts increased through the climate change-related writing program. Although there have been changes in terms of individual practice in the realm of perspective and attitude, but changes in perspectives and policies on climate change have been shown to be insignificant. In order to improve these areas in the future, it would be desirable to deal with policy aspects in the climate change writing program.