• The Science & Technology
• /
• no.6 s.421
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• pp.16-18
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• 2004

• The Science & Technology
• /
• v.34 no.9 s.388
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• pp.43-68
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• 2001

인간배아란 무엇인가 - 조직분화단계까지의 세포집단이 대상, 연구 아직 초보단계 안전성 확보가 관건/인간배아 연구 찬성한다 - 질병발생기전 이해 난치병 극복 길 열어, 인간 삶의 질 향상이 목표 연구허용 마땅/인간배아 연구 반대한다 - 수정란 자체가 생명체 파괴 있을 수 없어, 인간존엄성 어느 누구도 해 입힐 수 없다/인간배아 연구와 윤리 - 인간조재ㆍ정체성 혼란에 불안과 두려움, 과학과 종교ㆍ인문사회계 견해 차 좁혀야/주요 선진국 연구동향 - 부시 미 연방정부 예산 지원 발표 큰 파문, 영국 가장 개방적, 독일은 일체 연구금지

• Science & Technology Policy
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• v.16 no.1 s.157
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• pp.2-14
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• 2006

• Science & Technology Policy
• /
• v.16 no.1 s.157
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• pp.31-40
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• 2006

• Science & Technology Policy
• /
• v.16 no.1 s.157
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• pp.101-115
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• 2006

• Science & Technology Policy
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• v.10 no.5 s.125
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• pp.32-45
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• 2000

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.513-530
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• 2009

Many kinds of teaching methods have been used to instruct ethical issues that arise in the field of science and technology. However, few teaching methods of bioethics have been validated by ethical theories, or justified based on practical utility in bioethics teaching. The aim of this article is to suggest teaching methods of bioethics that are appropriate for ethical theories and socio-scientific issues related to biological sciences in secondary schools. In the article, the teaching methods are classified into three types of ethical theories and into three types of socio-scientific issues in biological sciences. The characteristics of nine teaching/learning methods are then described in terms of appropriate bioethical issues or contexts, and ethical theories or principles.

• The Science & Technology
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• v.35 no.2 s.393
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• pp.30-31
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• 2002

• The Science & Technology
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• no.6 s.445
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• pp.35-39
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• 2006

• The Science & Technology
• /
• s.510
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• pp.2-3
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• 2011