• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.365-371
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• 2022

This study explored the influence of servant leadership of directors on role performance of teachers in nursery school with examination of how perceptions of an organizational culture and teaching ethics of teachers intermediate the relationship between servant leadership and role performance of teachers. The data were collected from 501 teachers in nursery school working in Seoul and Gyung-gi-do and data analysis was done through structural equation modeling using AMOS 24.0. The study results show that the servant leadership of directors was positively related to the role performance of teachers, and organizational culture and teaching ethics of teachers were found to mediate the relationship between servant leadership of directors and role performances of teachers. In addition, he servant leadership of directors influenced the role performance of teachers through organizational culture and teaching ethics.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.64-75
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• 1999

The goals of moral education according to the 7th educational curriculum are (1) to learn the basic life custom and ethical norms necessary to desirable life, (2) to develop the judgment to solve desirably and practically the ethical matters in daily life, (3) to develop the sound citizenship, national identity and consciousness, and the consciousness of world peace and mankind's mutual prosperity, and (4) to develop the ethical propensity to practice the ideal and principle of life systematically Based on the goals in the above, the following can be established as goals of environmental education possible: (1) to learn judgment to solve practically the environmental problems in the society with their ethical understanding, and (2) to recognize that environmental consciousness is the basic necessity of sound citizenship and national identity and consciousness, and mankind's mutual prosperity, and to have attitudes to practice environmental preservation in daily life. Like these, the intellectual aspect, the affective aspect, and the active aspect can be established in the environmental education in the ethics education keeping their balance. In order to achieve its goals, the contents of ethics subject are organized largely with 4 domains: (1) individual life, (2) home life, life with neighbors, and school life, (3) social life, and (4) national life. Among these, environmental education is mainly included in the domain of social life. These contents concerning environmental education take 22 (32.4%) out of the whole 68 teaching factors which are taught in the ethics subject from the 3rd grade to 10th grade. These 22 environmental teaching factors are mainly related to environmental ethics, environmental preservation and measures, and sound consumption life. Classified according to each goal, the environmental contents in the 7th curriculum for ethics subject put emphasis on environmental value and attitudes, action and participation, and information and knowledge. Therefore, the recommendable teaching and learning method for the environmental education in ethics subject is to motivate students' practice or to make them practice in person. For example, role-play model, value-conflict model, group study model can be applied according to the topics of environmental education.

• The Journal of Korean Association of Computer Education
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• v.16 no.3
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• pp.41-48
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• 2013

It is not easy to find out well organized teaching and learning methodology as the adverse effects of the internet have made a lot of problems because we realize the importance of the information/cyber ethic education. In this paper, I suggest the teaching and learning process of the information/cyber ethic education as applying the creative problem solving process of the six-step model proposed by A. Osborn and S. Parnes. We divided fifth grade 54 elementary school students into two groups, a experimental group and a control group, and conducted the the teaching and learning experimental methods. The experimental group, conducted educational teaching and learning methods for information ethics education using creative problem solving process, got a better result compared to the other group. It must be one of the systematic approach to lead changes of learners'; recognition, focusing on the ethics problem-solving process.

• Journal of Society of Preventive Korean Medicine
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• v.22 no.2
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• pp.1-12
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• 2018

Objectives : Recently, the interest on medical education in flipped learning has been growing. Competency-based curriculum is also required through changes in teaching methods within the Korean medicine education. In this study, flipped learning method was applied to 'medical ethics' class to examine the perception and experience of flipped learning from the Korean medical student's perspectives. Methods : The study was conducted on 15 preparatory course freshmen students who took the 'medical ethics' course, in the second semester of the year 2017 at 'A' University. The study was proceded in two steps; 1) fill-in the questionnaire twice (before and after the class), and 2) in-depth interview with semi-structured questionnaire. The $1^{st}$ questionnaire in the first step was consisted of 'Experience on flipped learning before the class', 'Which section of the flipped learning class do participants have expectation', 'Interest and expectation on flipped learning'. In the $2^{nd}$ questionnare, the participants were asked 'Which section of the flipped learning section that the learning effect was maximized', 'Association between 'flipped learning' method and 'Medical ethics' course' with 5-point Likert scale and frequency. Results : The results showed that flipped learning method works very effectively in the 'medical ethics' course (63.6%). After the flipped learning class, the participants showed positive change in a attitude of the class (72.7%). However, this teaching method might be inappropriate for participants who had difficulties in pre-learning or a passive attitude and lecture-centered instruction (LCI) classes. Conclusions : Though applying flipped learning method to the 'Medical Ethics' was effective, to make pre-learning better, the instructors should prepare countermeasures for passive participants, help interact well among the participants, and plan a lesson thoroughly for changing LCI classes to student-centerd instruction(SCI).

• The Journal of Korean Association of Computer Education
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• v.14 no.6
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• pp.31-39
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• 2011

Information and communication environment includes a lot of dangerous factors to elementary school children who do not establish their own value sense as well as its related knowledge yet. This paper proposes a case based multiplex teaching and learning model which leads students to participate and be interested in, then to improve the educational level of information and communication ethics in elementary school. This model progresses in centric of the conflict situations in information and communication ethics that can be commonly occurred in actual life. To adapt case based approach, three types of teaching and learning models, value conflict, value clarification, and role playing, are applied in a combined form. Along with applying the models, their educational effects have been compared and analysed in time sequence, in the educational level improvement point of view. The verification has been conducted by using surveys and questionnaires, in the four areas; cognitive, affective, behavioral, and then overall. The verification results show that the proposed method is effective to improve the educational level of information and communication ethics in elementary schooll.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.31-37
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• 2013

This study was conducted to compare and examine the knowledge, affectivity and behavior of students between before and after Internet ethics education depending on education method. The class for A group was being taught by tutor-oriented teaching method based on explaining and the class for B group was characterized by student-oriented studying based on participation of students. Upon comparing the changes of the knowledge, affectivity and behavior after Internet ethics education, the tutor-oriented teaching method was more effective for knowledge in Internet ethics education and the student-oriented studying based on participation of students was more effective to change the student's affectivity. In the behavior, both A group and B group had a tendency to be changed positively after education, but there was no statistically significant difference. In order to produce actual results on Internet ethics education as integrated morality education, it is important for students to join and take a leading role in the class and for tutor to teach students supplementarily what they need to know essentially.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.155-162
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• 2011

It is proven that students learn more effectively when they apply Empirical knowledge which they have experienced or been facing. Therefore, the customized training supporting systems for information communication ethics education for primary school is developed. It provide resources on the internet such as teaching methodology, teaching materials, real life examples and applications related to information communication ethics education to the teachers. Each resource is categorized according to the topic and it improved information communication ethics education by providing customized resources on the topic. It is also helpful for users to select necessary resources by informing the suitability between the subject and the resources and to lift the burden on searching the data.

• Korean Medical Education Review
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• v.11 no.2
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• pp.3-14
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• 2009

The current medical practices in Korea have raised many new ethical issues. The current education system in medical colleges, however, is finding it difficult to cope with these rapidly arising medical issues. Many educators, therefore, became much more concerned about the importance of ethics and character education in medical colleges, but teaching methods or educational programs centered around the same have not yet been developed. Dilemma discussion is regarded as an available teaching method but is not frequently used in medical education. In this respect, this study aims to apply dilemma discussion programs to ethics and character education for medical students. It was discovered that dilemma discussion is an effective instructional method for enhancing the moral reasoning ability of medical students. According to $Rest^{\circ}{\phi}s$ theoretical framework, however, a dilemma discussion program focuses on two components of morality: moral judgment and moral sensitivity. Moral judgment and moral sensitivity are major components in predicting moral behaviors. Therefore, the target of dilemma discussion programs is to focus on these two components. It is reasonable to integrate moral judgment with moral sensitivity for ethics and character education in medical schools.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.122-131
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• 2010

This paper suggests teaching philosophy of technology in engineering ethics class, as a realistic solution for convergence education of engineering and humanities. First, the need for convergence between engineering and humanities are presented, which is followed by the analysis of the current convergence education in Korea, especially since the introduction of the ABEEK. Third, the proposal for teaching philosophy of technology in engineering ethics will be presented, together with the expected effect of such a trial. Finally, the actual implementation of this curricula will be introduced. In 2008 and 2009, the engineering ethics course in Handong Global University adopted this proposal. The evaluation of students will be examined, which indicates the direction that the convergence of engineering and humanities should take.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.345-353
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• 2011

Information and communication brings us some degree of convenient but also serious side effects. Especially, information and communication ethics is an important issue for elementary school children who are early stage in moral value. This paper proposes a triple-connected teaching and learning model. which can be applied to the elementary school children. in order to improve the educational level. The model is formed by selecting three discretionary teaching models, and applying independently them into the different classes with linking the contents for each class. A teacher can choose the teaching models based on what he wants to teach. Caring model, Home-Connected model and Simulation model were linked in our experiment. Experiments were conducted in the same condition but different learning models, Then, an educational effect was compared and analyzed in the educational level improvement point of view, between the Triple-connected teaching and learning model and the single teaching and learning model.