• Journal of Industrial Convergence
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• v.20 no.5
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• pp.83-92
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• 2022

As cases of social and ethical problems caused by artificial intelligence technology have occurred, artificial intelligence ethics are drawing attention along with social interest in the risks and side effects of artificial intelligence. Artificial intelligence ethics should not just be known and felt, but should be actionable and practiced. Therefore, this study proposes an artificial intelligence ethics education model to strengthen the practical ability of artificial intelligence ethics. The artificial intelligence ethics education model derived educational goals and problem-solving processes using artificial intelligence through existing research analysis, applied teaching and learning methods to strengthen practical skills, and compared and analyzed the existing artificial intelligence education model. The artificial intelligence ethics education model proposed in this paper aims to cultivate computing thinking skills and strengthen the practical ability of artificial intelligence ethics. To this end, the problem-solving process using artificial intelligence was presented in six stages, and artificial intelligence ethical factors reflecting the characteristics of artificial intelligence were derived and applied to the problem-solving process. In addition, it was designed to unconsciously check the ethical standards of artificial intelligence through preand post-evaluation of artificial intelligence ethics and apply learner-centered education and learning methods to make learners' ethical practices a habit. The artificial intelligence ethics education model developed through this study is expected to be artificial intelligence education that leads to practice by developing computing thinking skills.

• Journal of Digital Convergence
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• v.16 no.8
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• pp.381-391
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• 2018

The purpose of this study was to develop a measurement tool for education satisfaction of sport ethics program and to verify its validity. To achieve this goal, 3 steps of experimental processes were carried out. In the first step, the pilot questionnaires was created on the basis of previous researches regarding sport ethics education, education satisfaction, and response assessment. In the second process, as a pilot survey step, construct validity was obtained through exploratory factor analysis and confirmatory factor analysis of the measure constructed by the first process. In the third process, as a main survey step, external validity was obtained through difference verification, then questionnaires were constructed based on the analyzed contents. As a result of these steps, a measurement tool for educational satisfaction of sport ethics program composed of 17 questionnaires was developed. It consists of education contents (6), instructor competency (5), and education effect (6).

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.11-19
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• 2014

Presently the instructional model for internet ethics education is modeled after the integrated morality. The model is based on the assumption that ethical awareness will lead to ethical activities which is based on the theory that cognition is correlated to the behavioral domains. But the side effects of the information society in the cyber space increased even when the education for the awareness of ethics in the cyber space has been taught more aggressively than before. In this study, the relation of the cognition for information ethics and the ethical behavior in the cyber space was analyzed in order to find out the implications for the effective internet ethics education model. The tools used are the 'DIT (Defining Issues Test)' to measure the behavioral ability in the physical world, the Information Ethics Judgment to measure the behavioral ability in the cyber space, and the self diagnostic tool of 'Internet ethics awareness' to measure the level of cognitive knowledge for internet ethics. The correlation of three measures was analyzed. The results were college students' levels of ethics from three tools from are considerably low. Moral judgement and information ethics judgement were not correlated which means that the behavior in the physical world was not necessarily correlated to the behavior in the cyber space. The three measurements were not statistically significantly correlated. Therefore the cognitive awareness for the information ethics were not necessarily correlated to the ethical behavior in the cyber space. Ethical cognition and the moral behavior need to be taught with equal emphasis as they do not have strong correlation.

• Proceedings of The KACE
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• 2018.01a
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• pp.25-28
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• 2018

정보통신 기술의 발달로 정보윤리교육은 더 강조되고 있지만 청소년의 사이버 폭력, 저작권 침해 등 역기능 노출 현황은 전혀 줄어들고 있지 않다. 그 원인 중 하나는 "안다"는 도덕적 인지와 "실천한다"의 도덕적 행동이 불일치한 것으로 볼 수 있으며, 도덕적 인지가 도덕적 행동으로 이어지지 않는 문제점을 해결해야 한다. 또한 2015개정교육과정의 등장으로 SW교육의 중요성이 대두되었지만 여전히 교육 시수는 부족하여 정보윤리교육은 상대적으로 소홀해질 가능성이 높다. 이에 본 논문에서는 선행 연구들을 분석하여 실천력을 강화시킬 수 있는 전략들을 살펴보고 정보윤리의식과 컴퓨팅사고력을 동시에 향상시킬 수 있도록 교육용프로그래밍언어와 정보윤리교육을 연계하여 정보윤리 실천력을 강화시킬 수 있는 EPL기반 정보윤리 교육프로그램을 개발하였다.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.367-376
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• 2021

The aimed of this research was to identify the influence of perception of the vocational ethics and education on job stress and job commitment in occupational therapists. 173 occupational therapists measure for perception of vocational ethics and education, job stress and job commitment, the findings of the study were as follows. First, perception of vocational ethics and education was correlated with job stress, job commitment(p<.01). Second, perception of vocational ethics and education sub-factor of education experience(p<.01), seriousness of ethical issues(p<.05) was found to have affected the job stress. Third, perception of vocational ethics and education sub-factor of education experience(p<.05) was found to have affected the job commitment. Through the results of this study, systematic education will be needed to recognize the importance of vocational ethics and improve it.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.568-576
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• 2020

This study examines the effects of ethical education using CEDA discussion learning, on nursing professional self-concept, ethical dilemma and ethical decision-making confidence of nursing students. The participants were 57 third year nursing students from a nursing college in C city, and the data were collected from March 4 to May 13, 2019. Ethics education using CEDA discussion learning was conducted for 9 weeks, including 3 weeks of theoretical education and 6 weeks of CEDA discussion. Collected data were analyzed by t-test, one-way ANOVA and paired t-test using the SPSS WIN / 21.0. The results indicate that ethical education using CEDA discussion learning positively affects nursing professional self-concept (t=13.816, p<0.001), ethical dilemma (t=6.205, p<0.001) and ethical decision-making confidence (t=11.950, p<0.001). In addition, the self-concept of nursing professional, ethical dilemma, and ethical decision-making self-confidence are correlated, and nursing professional self-concept differs according to major satisfaction. Our results indicate a necessity to strengthen the ethics education of nursing college students, to help develop positive nursing professional self-concept and confident ethical decision-making in an ethical dilemma.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.11a
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• pp.221-237
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• 2003

컴퓨터와 정보통신 기술은 하루가 다르게 발달하고 있지만, 정보사회를 살아가는 데 필요한 시대정신은 갖추지 못하여 이로 인한 부정적인 현상은 점점 그 심각성을 더해가고 있다. 최근 교육기관과 사회 공공 기관에서 역기능의 심각성을 인식하고 정보통신윤리교육을 실시하기는 하지만, 정보과학영재를 위한 정보 통신윤리교육은 거의 연구가 진행되고 있지 않다. 정보사회에서 국가적으로 매우 중요한 인재인 정보과학영재들에 대한 체계적인 정보통신윤리교육이 없다는 것은 매우 위험한 일이다. 교육은 대상자의 수준에 맞게 이루어져야 할 것이다. 따라서 정보과학영재들에게는 그들에게 맞는 정보통신윤리교육이 필요할 것이다. 이와 같은 문제점을 인식하여 본 논문에서는 정보과학영재의 개념을 살펴보고, 정보통신 윤리의 개념과 성격, 정보통신 교육의 기본원칙을 이론적 배경으로 하고 초등 정보과학영재들의 인터넷 이용실태를 분석해본 후 초등 정보과학 영재들을 위한 정보통신윤리교육방안을 제시하고자 한다.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.89-94
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• 2006

오늘날 우리는 정보사회가 주는 편리성과 신속성, 다양성을 누리는 반면 그에 따른 윤리적 문제들의 위험성 또한 증가하고 있다. 실시간으로 인터넷을 통해 이루어지는 채팅의 역기능 또한 심각해지고 있다. 이러한 정보사회의 문제점을 해결하기 위한 교육적 방안을 모색해보고자 초등학교에서 실시하는 정보통신윤리 교육과정을 분석하였다. 또한 기존의 학자들이 제시한 정보통신 윤리교육의 목표와 내용을 고찰하여 정보통신윤리교육 교육과정의 바람직한 방향을 제시해 보았다. 그 결과를 바탕으로 정보통신 윤리교육과정의 세부영역인 채팅교육에 적합한 교육목표와 지도내용을 추출하고, 초등학교 채팅교육에 적합한 웹기반 학습자료를 설계하고 구현해 보았다.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.285-296
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• 2020

The purpose of this study is to provide basic data for developing future ethics education programs by surveying healthcare providers working at institutions of various sizes, using Ethical Issues in Clinical Practice tool. Data were collected from 149 healthcare providers working at medical institutions in G-do. Analysis was done using t-test, ANOVA, Pearson correlation coefficient, and Multiple regression with IBM SPSS WIN/21.0. Needs for ethics education was inversely correlated to end-of-life treatment issues (r=-.22, p=.007) and patient care issues (r=-.28, p<.001). The most influential factor on the subjects' needs for ethics education was patient care issues (β=-.246, p=.035), followed by Buddhism (β=.208, p=.010). The explanatory power was 13.4% (F=5.596, p<.001). Therefore, when organizing the contents of ethics education program, patient care issues should be included to meet the needs of the subjects. Also, a customized program regarding the subjects' religion is necessary.

• Journal of Engineering Education Research
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• v.12 no.1
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• pp.31-41
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• 2009

With the rapid development of science and technology and their increased impacts on our society, we witness a growing recognition of the importance of engineers' social responsibility and their professional ethics. Especially, the introduction of EC2000 and ABET into engineering education has been contributed to reinforce the systemization of ethics instruction. However, we could not attain the educational goal of integration of engineering education and ethics by general declaration of its importance. We need to deal with the vital questions how to institutionalize and implement engineering ethics in engineering curriculum. This article focuses on three aspects. First, it mainly outlines the developments and the traits of engineering education in American universities. Second, by classifying the engineering ethics education into several patterns, we discuss the characteristics and implications according to those Patterns. Third, it is helpful to explore the way how we could apply these patterns to Korean engineering education. It is expected to combine the stand-alone engineering ethics lectures with ethics -across -the -curriculum considering each university's circumstances and resources. Still, many challenges remain, most notably the need for engineering faculty and non-engineering faculty to cooperate and accept for engineering ethics education.