• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.130-139
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• 2003

In elementary moral education, performance assessment should be conducted in both cognitive, affective, and behavioral domains in harmony. The present study attempts to consider the features of performance assessment in elementary moral education; classify them by the types of assessment, and; implement and apply the web-based performance assessment system, in which teachers, students, and parents all participate. The development of this web-based performance assessment system for elementary moral education allowed the students to carry out the performance assessment process by themselves and to see the result no matter when and where they are. The students became interested in their own behavior, and the parents got to have a broader range of understanding for their children by participating in personal in the assessment procedure. The parents also realized that home guidance for their children's life habits became pretty easy. It is expected that the performance assessment system carried out based on the collaboration between the school and the family will be helpful in applying the contents of the moral subject studied at school and the relevant knowledge and skills to the actual life outside the school.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.1-10
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• 2016

This study empirically investigates the effect of web-based research ethics education to principal investigator who conduct national research project. The web-based research ethics education program was devised and operate for each research field. After education educational satisfaction, understanding and moral judgement were investigated. The research results revealed that education was improving educational satisfaction and but also understanding whereas moral judgement was not. These findings imply that moral judgement was not enhancing though short-term research ethics education as preceding research. Moreover, this paper speaks to a supplemented program with methods of ethics education which needs more interactive communication within long-term education for enhancing effectiveness of instruction.

• Korean Journal of Culture and Social Issue
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• v.24 no.4
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• pp.541-562
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• 2018

Conflict of interest (COI) is one of the dominant circumstantial factors of moral corruption across various fields. Several management strategies have been proposed to prevent self-interested decision making in COIs. Among these strategies, message persuasion has been considered as a practical and effective approach. Prior studies have found that framing and repetition are two of the major factors in the persuasion effect of message. However, their effect on moral decision making in COI has not been well explored. The purpose of this study was to compare the differential effects of positively framed message and negatively framed message, and secondly, to investigate how the effectiveness of persuasive message changes through repetitive exposures. A total of 63 participants were randomly assigned to one of 3 framing conditions: positive framing, negative framing, and no-message condition. Prior to the on-line experiment involving a consultation task, differently framed persuasive message were presented to the participants. This process was repeated four times in a row. The results showed that participants with positive-framing message were less likely to provide self-interested consultation than participants in the no-message condition. Also, a U-shaped quadric relation between repetition and self-interest consultation was found. Implications and limitations are further discussed.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.467-480
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• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.