• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.1-10
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• 2018

Korea shifted the focus to competency-based curriculums in the revised national curriculum of 2015, and emphasized training creative convergence talents through informatics education. The informatics education curriculum included information culture literacy as a core competence so that the learners can gain knowledge of information technology-based information ethics and make ethical judgment and practice ethics. This study analyzed the elements related to information culture literacy in the informatics curriculums of the US, the UK, India, Japan, Australia and Germany for the purpose of providing implications with regard to the composition of elements that can foster information culture literacy. According to the analysis results, first, the term information culture literacy was included only in the informatics education curriculum of Korea. Second, the elements common to all countries are (personal) information protection, information security and copyright. Third, Korea's information society and career, India's avoidance of injuries, Germany's protection of health and environment were found only in the curriculums of respective countries. This study is significant in that it provided the orientation of improving the elements for fostering information culture literacy based on the results of analyzing overseas informatics curriculums.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.3
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• pp.214-224
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• 2018

Purpose: This study examines the effectiveness of an educational program of nursing biomedical ethics for nursing students to increase awareness of the Code of Ethics for Nurses, moral sensitivity, and application of the Code of Ethics for Nurses. Methods: A quasi-experimental research design and t-test were used. The experimental group (n=31) and control group (n=32) were second-year university nursing students in two major cities. The experimental group received 15 hours of nursing ethics education during the 15-week semester. The training was not provided to the control group. Results: The application of the Code of Ethics for Nurses increased significantly in the experimental group (t=-1.06, p=.017), nurses and patient (t=-2.23, p=.029), obligation of nurse as an expert (t=-2.08, p=.042), nurse and cooperator (t=-2.54, p=.014). The consciousness of biomedical ethics increased significantly in the experimental group (t=4.28, p=.021), newborn's right to live (t=-2.61, p=.011), euthanasia (t=-2.36, p=.021). Conclusion: The results of the study show that providing a nursing biomedical ethics program to nursing students is an effective method to enhance the application of the Code of Ethics for Nurses and Consciousness of Biomedical Ethics. Implementing an intervention program of the Code of Ethics for Nurses in the regular nursing curriculum may reduce conflicts involving ethical decision making by nurses.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.55-62
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• 2020

The purpose of this study was to review nursing ethics education program for nursing students in Korea. An integrative literature review was applied as a research method, and the study was conducted according to five steps of problem identification, literature search, data evaluation, data analysis, and presentation. Twelve studies were analyzed, and the educational content was about biomedical ethics and nursing ethics, and most of them were through subject classes. Teaching methods included case-based debates, discussions, action learning, online learning, and problem-based learning, including traditional lectures. Through education programs, there was a significant increase in biomedical ethics, ethical values, moral judgment, and moral sensitivity. Progressive and continuous nursing ethics education for nursing college students is required within the curriculum.

• Journal of Digital Convergence
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• v.16 no.6
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• pp.127-141
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• 2018

The importance of business ethics has been increased as time goes on. However, there are lacks of education and research in business ethics, domestically and internationally. Especially, in Korea, there are not many universities which teach business ethics as formal curriculum and there are not sufficient researches on business ethics. Also, the level of education of business ethics is only restricted to the type of case discussion and research of business ethics is focused only on one topic, corporate social responsibility which is only one of various and important topics in business ethics. Accordingly, as a qualitative research, this paper presents some directions that are essential to education and research in business ethics, discusses what has been educated and researched in business ethics, and proposes what are necessary for the future of education and research in business ethics. Based on this research, various researches which investigate various topics in business ethics are possible in the future.

• The Journal of Korean Medicine
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• v.36 no.3
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• pp.1-13
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• 2015

Objectives: This study aimed to investigate the experiences and awareness of Korean Medicine professors towards research ethics issues and curriculum development. Methods: Electronic mails for requesting the survey participation were sent to 531 professors who were listed in the DB of Association of Korean Medicine. Professors who agreed to participate in the survey were connected to the self-administered questionnaire site, and the responses were stored in real time. Professors were asked the experience of research misconduct cases, the necessity, contents and evaluation method of research ethics education, etc. ANOVA was performed to test the differences of ethics education effects among sub-groups of respondents. Results: Of 137 professors who opened the e-mail, 127 completed the questionnaire. Most professors (87.4%) reported to witness the research misconduct cases, and felt the necessity of research ethics education for professors as well as students. 31.4% of respondents preferred the practice-focused course, and 43.3% preferred the PASS/FAIL basis evaluation system. Professors with shorter education career and professors majoring basic Korean Medicine expected higher effect of ethics education than others. For detailed items of research ethics education, 'ethical writing' and 'ensuring research integrity' were prioritized in the aspects of both personal ethics and social demand. Conclusions: In this study, detailed matters of research ethics education in Korean Medicine area were drawn. Further study and policy development are needed to facilitate the introduction of formal education of research ethics.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1224-1237
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• 2013

This study explored the effective ways of managing the intensive-curriculum based on the analysis of current situations in adopting the curriculum at schools. In order to achieve the study goals, interviews with five middle school teachers were conducted and the literature regarding current situations about adopting the intensive-curriculum were analyzed. Based on the study results, effective ways of designing curriculum were discussed and teaching models were developed according to the subject areas.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.6
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• pp.1865-1874
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• 2016

This study was to identify the factors of ethical values in nursing students. The survey was conducted in two nursing colleges (n=180) using self-reported questionnaire. The data were analyzed with descriptive statistics, t-tests, ANOVA, Pearson's correlation coefficient and multiple regression analyses using SPSS/WIN 21 software. Influencing factors of ethical values were empathy(t=3.436, p=.001), teaching method except lecture(t=3.037, p=.003), and curriculum track at high school(t=2.309, p=.022). The model was statistically significant explaining 16.2% of the variance (F=11.185, p<.001). This study suggests that strategies for increasing nursing students' ethical values include reinforcing empathy, utilizing various type of teaching method except lecture in nursing ethics class, and allowing high school students applying to college of nursing regardless of their curriculum track.

• Journal of the Korean Chemical Society
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• v.49 no.2
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• pp.215-223
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• 2005

• Journal of the Korea Society of Computer and Information
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• v.17 no.12
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• pp.259-267
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• 2012

The objectives of this study are to study and propose the learning elements and it's teaching methods for Information Ethics by expert survey. In recent days, Internet is the new field of our living, but teaching the students in elementary and secondary schools the subject of Information Ethics which purpose is to have positive attitude of utilizing Internet is not properly executed. The first step to teach Information Ethics in schools is to choose the learning elements in Information Ethics. Therefore, this paper is to choose the learning elements and re-arrange them with point of view to elementary and secondary schools. And more, in order to teach the students the learning elements of Information Ethics effectively, we propose the proper teaching methods to the learning elements by teacher's survey. The learning elements and teaching methods in Information Ethics is not the perfect guide to teach students in school, but the output of this study will be the good guide to revise the Information Ethics-related curriculums and product the textbooks about Information Ethics.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.42-49
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• 2014

This study analyzed and compared the curriculum of 12 arbitrarily selected Colleges of Engineering for their professional general education. Since the Korean Accreditation of Engineering Education has existed for the last 10 years a growing need for improvements was identified and thus this study shall provide a basis for future curriculum developments of the professional general education. For this purpose the educational objectives, the syllabus, the self-assessment reports and catalogues of the 12 Colleges were reviewed and the relevance between the educational objectives of each engineering school and the learning outcomes in the professional general education were analyzed. Furthermore, by analyzing the area of subject that each College of Engineering's mechanical engineering program's professional general education focuses on, the current trend can be examined. Finally, the credit requirements and their allocation and the distribution of the professional general education over the semesters were analyzed. The results of this study were as followed; these capabilities such as creativity, professionalism, globalization, ethics, humanism, design ability, management ability, responsibility and communication are suggested as educational objectives of 12 engineering schools. But courses related to globalization, ethics & responsibility and communication skills were much more often taught. Not only do the allocated credits for the courses of professional general education differ from university to university but the distribution over the semesters vary as well.