• 한국초등과학교육학회지:초등과학교육
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• 제35권4호
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• pp.416-425
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• 2016

As curriculum statements require addressing ethical and social issues which are raised by modern science and technology, the ability to perceive ethical and social issues regarding science is necessary for teachers to introduce socio-scientific issues (SSI) in their science class. The purpose of this study is to explore elementary school teachers' ethical sensitivity on SSI and attempts to give implications for teacher education. To explore the ethical sensitivity in the context of SSI, the revised version of the Test for Ethical Sensitivity on Science (TESS) was used. Two socio-scientific issues (genetic engineering and radioactive waste) were provided to read and write down five possible questions they believed should be considered before reaching a decision. Data was collected from eighty-two elementary school teachers in Korea. To analyze the ethical sensitivity, the responses including ethical considerations were analyzed by situation and ethical issues. The result showed that 81 out of 82 teacher participants provided at least more than one ethical consideration on each scenario of this study. However, not many teacher could raise various ethical issues and situation that ethical issue might occur. There were only a few teaches who could consider all the situations, 'process of scientific research', 'application of science and technology', and 'science influenced by society', that ethical issues might occur. Especially, teachers failed to consider that the ethical issue can occur in the situation when science is influenced by society. Based on the results, we suggest that during teacher education teachers need to experience finding various ethical issues that can occur in the context of SSI and especially considering the ethical issues when science is influenced by society.

• 한국환경교육학회지:환경교육
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• 제10권2호
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• pp.51-62
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• 1997

The objective of this study was to review the meaning and problems of Scientific Knowledge and Ethical Value in Environmental Education. The ultimate goal of environmental education is shaping proenvironmental human behavior. The factors of human behavioral decision making are ideology, value, attitude and behavioral intentions. Ideology is a kind of belief system used by social groups to interpret their social world. The main elements of belief system are knowledge and value. The traditional thinking in education has been that we can change behavior by making human beings more knowledgeable and more valuable. In environmental education, the aim of scientific inquiry is to analysis cause-effect relation of human beings behavior and environmental phenomenon, and ethical education is to change the mind of human beings from zero-sum to positive-sum about the relations between human beings and natural environments. But, there are many problems of knowledge education and value education in environmental education. For example scientific knowledge without ethical value is dangerous to environment protection, and ethical value without scientific knowledge is vague. Therefore, we must recognize that the relationship of ethical value and scientific knowledge is not substitutional but complementary. The teaching-learning methods which can integrate knowledge and value in environmental education are rational decision making model. For this model, we can construct teaching contents with inquiry materials. To earn the benefits of specialization among several subjects in environmental education, social studies can focus on social science knowledge and decision making, science education can focus on pure natural science knowledge and scientific investigation, moral education can focus on problems of ethical value system, home economics can focus on practical action and environmental education(Environments in middle school, Ecology and Environments in high school) can integrate social-national science knowledge and ethical value in broad perspective about human beings and ecosystem. That is the method to protect from law of diminishing marginal utility of learning in environmental education.

• 한국초등과학교육학회지:초등과학교육
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• 제29권2호
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• pp.195-206
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• 2010

The purposes of this study were to develop science education programs for changing students' science research ethical views, and to investigate the types and features of their views, and to examine their changes overtime. The subject of this study was one 6th grade class(41 students) at an elementary school located in Seoul. The scientific research ethical education programs developed in the study was applied through 8 lessons over 4 weeks. The results of this study show that 3 types of science research ethical views were appeared in elementary students participated in this study: 'human technology centered views', 'value ecology centered views' and the mixed views. The numbers of students, who changed their views from type I or type II to type III, were significantly increased. Students with type III appeared to actively involve in classroom activities aligned with science research ethical issues. The results imply that intended science ethical education program can affect students' ethical views on science. It is also important to aware that teacher's effective assistance and help contribute to students' meaningful changes on their traditional scientific ethical views. Educational implications on science education are discussed.

• Journal of Acupuncture Research
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• 제32권2호
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• pp.11-21
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• 2015

Objectives : To improve quality of clinical research for acupuncture and moxibustion, a guideline for clinical research protocol is needed. While developing a guideline for acupuncture and moxibustion clinical research, we reviewed the ethical and scientific aspects of protocols pointed out by the institutional review board. This will offer practical assistance to the researchers. Methods : Ethical and scientific aspects of acupuncture and moxibustion research protocols reviewed by Kyung Hee University Korean Medicine Hospital Institutional Review Board were gathered and reviewed. Results : Ethical and scientific aspects of protocol review was reported. Conclusions : The example of review will be helpful for new researchers when developing acupuncture and moxibustion clinical research protocol.

• 한국과학교육학회지
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• 제31권3호
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• pp.455-474
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• 2011

The purpose of this study is to explore the ways in which scientists reflect on the scientific practices, based on the premise that reflection is one of key elements for shaping scientific identities. This paper specifically considers scientists' reflections as the processes in which their senses of ethical issues and the value of science are articulated. To do so, the study developed a narrative inquiry for exploring the value of scientists' stories. Fourteen professional scientists' stories were collected in the context of the stem cell research, in ways that foreground their reflections on current scientific practices and the surrounding socio-cultural conditions. As for ethical issues, scientists' stories were analysed in terms of four claims regarding the themes of bioethics, integrity, scientific issues and communication. Furthermore, scientists' reflections on the value of science were analysed in relation to the elements of nature of science. Based on the results, discussion focused on the value of science stories as an instrument with which to guide students into the enculturation in the practices of scientific culture.

• 한국철학논집
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• 제27호
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• pp.387-415
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• 2009

한국 사회에서 도덕, 윤리 교육의 위기는 학문적 정체성을 명확히 확립하지 못한 데에서 출발한다. 일제시대에는 식민지 의식을 고취하기 위해 '수신'과목으로 출발하여, 미군정기 이후에는 '국민윤리'로서 개칭되면서 순수한 의미의 도덕교육과 일종의 반공교육과 정치 이데올로기 교육을 결합시켜 정체불명의 교과목을 만들어 정권 선전의 의도와 역할을 공공연히 담당하도록 만들었다. 그러나 윤리교육의 학적 근거는 윤리학이며, 윤리학은 철학의 분과 학문이다. 이러한 명확한 사실을 피하기 위해서 일부 학자들은 도덕, 윤리 교과의 학제적 성격은 말하지만, 이것이 오히려 기존의 도덕, 윤리 교과의 학적 근거를 다른 학문에 나눠주는 예상치 못한 결과를 초래하여 교육학에 교사 자격을 허용하게 만들고, 나아가 사회학에 교과가 통합될 위기에 처할 빌미를 제공해버리고 말았다. 윤리학의 모학문인 철학은 이미 고대로부터 학제적 성격이 아닌 통합학문의 이념을 가지고 있었으므로 다른 학문들에서 학적 근거를 찾을 필요가 없다. 이제 도덕, 윤리 교육은 다시 순수한 의미의 도덕, 윤리의 역할을 되찾을 필요가 있다. 과거의 체제수호적인 반공교육이나 사회과학적 정치 교육은 해당 과목에 귀속시키고 윤리교육의 본래적 목적을 구현하여 현행 도덕 교과서의 학습 목표에 따라 다양한 도덕 문제들을 "합리적으로 해결할 수 있는 판단능력"과 "삶의 이상과 원리를 체계화하여 실천할 수 있는 도덕적 성향을 길러" 주는데 역점을 두어야 할 것이다.

• 한국발생생물학회지:발생과생식
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• 제25권4호
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• pp.321-326
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• 2021

The purpose of this paper is to critique the links between science and scientific researchers, politics and capital surrounding vaccines and vaccination in a pandemic era. It also introduces standards for adapting ethical guidelines for research under public health emergencies to specific circumstances and contexts. It also introduces ethical standards to be applied to scientific research. that is, scientific relevance, social value, cooperative partnerships, reasonable risk-benefit costs, fair and voluntary participation, independent review, and equal moral respect for participants and affected communities. It also outlines the COVID-19 (coronavirus disease 2019) pandemic-consent and other research procedure modifications proposed by Oregon Health and Science University (OHSU). We are on the lookout for powerful capital and hegemonic groups inseparable from politics and important decision makers in the pandemic era - that is, scientists, supporters, and scientific civic groups. It underscores the need for an independent and formal scientific advisory body with the right balance between science and politics.

• 공학교육연구
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• 제12권1호
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• pp.82-94
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• 2009

이 논문에서는 윤리강령의 역할, 주요 내용, 작성법 등을 간단히 고찰한 후 우리나라 과학기술단체의 윤리강령이 변천해 온 과정과 그 특징을 $1970{\sim}1990$년대와 2000년대로 구분하여 검토하였다. $1970{\sim}1990$년대에는 몇몇 과학기술단체들이 산발적으로 윤리강령을 마련하는 정도에 그쳤던 반면, 2000년대에는 과학기술기본계획의 수립, 공학교육인증제의 실시, 생명윤리에 관한 사회적 논쟁, 황우석 사건 등을 계기로 과학기술단체들이 본격적으로 윤리강령에 관심을 기울이기 시작하였다. 형식의 측면에서 $1970{\sim}1990$년대의 윤리강령은 선언적인 문구를 제시하는데 그치고 있는 반면, 2000년대의 윤리강령은 세부적인 해설을 포함시키거나 윤리교육의 실시를 천명함으로써 실제적으로 적용될 수 있는 가능성을 높이고 있다. 내용의 측면에서 $1970{\sim}1990$년대의 윤리강령은 전문직으로서의 권위나 품위를 강조하는 경향을 보였던 반면, 2000년대의 윤리강령은 과학기술자의 사회나 공공에 대한 책임에 주목하고 있다. 이와 함께 2000년대의 윤리강령은 이전과 달리 국가 주의의 색채가 약화되는 가운데 연구과정의 정직성이나 연구결과의 배분에 대한 문제를 적극적으로 고려하고 있다. 향후에는 과학기술단체들이 자율적으로 윤리강령을 제정하거나 개정하는 작업을 전개해야 하며, 윤리강령이 실제적으로 작동할 수 있도록 적절히 관리해야 한다.

• 한국과학교육학회지
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• 제29권5호
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• pp.513-530
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• 2009

과학과 기술 분야에서 발생하는 윤리적 논쟁거리를 가르치기 위해 많은 방법들이 사용되어 왔다. 그러나 그런 생명윤리 교수법이 윤리학 이론을 근거로 정당화되지 않았으며, 실용적 효용도 대부분 확인되지 않았다. 이 논문의 목적은 중 고등학교의 생명과학에 관련된 사회과학적 논쟁거리와 윤리적 이론에 적절한 생명윤리 교수법을 제안하고자 함이다. 이 논문에서는 지금까지 제시된 13가지의 생명윤리 교수-학습 방법 가운데에서 윤리학 이론에 비추어 타당하며 현행 우리나라 교육적 여건에 대한 실용성도 높다고 판단되는 아홉 가지의 생명윤리 교수-학습 방법의 특성을 적용하기 적절한 생명윤리 논쟁거리 또는 상황, 교수-학습 방법을 잘 설명하는 윤리학 이론과 법칙, 실례 등으로 기술하였다.

• BMB Reports
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• 제50권12호
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• pp.610-614
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• 2017

Scientists planning research that involves the use of animals are required to examine the possibilities for replacement, reduction, or refinement (the Three Rs), and their protocol must be reviewed by the Institutional Animal Care and Use Committee. Good scientific practice involving appropriate search techniques on the available Three Rs resources is essential for both ethical and scientific reasons. Appropriate experimental design and statistical analysis techniques are particularly necessary for research involving the use of animals, because this can improve animal welfare and scientific outcomes, as well as saving animal lives. There are a number of resources to help researchers improve their search techniques, experimental design strategies, and their reporting of research involving the use of animals. However, there is little specific information or resources on the Three Rs alternatives that is readily available in the Korean language. This paper outlines the common errors made by submitting researchers that have been repeatedly observed during the ethical review of experimental protocols over the last ten years, and provides information on the Korean resources available to promote good scientific practice. This could help to bridge the gap between Korean scientists and animal welfare advocates assisting scientists to improve ethical considerations and conduct responsible research.