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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.1, 2016년, pp.1 - 13
The purpose of this study is to develop a Science Ethicality Test (SET) to measure students' science ethics. To secure the validity and reliability of the SET, the authors have applied Rest's Four Components Model (FCM). To develop the SET, authors have conducted the following procedures: analysis o...
핵심어 | 질문 | 논문에서 추출한 답변 |
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Rest(1983, 1986)에 의하면 인간의 도덕적 행위는 어떻게 발현됩니까? | Rest(1983, 1986)는 인간의 도덕적 행위는 4가지의 심리적인 과정을 통하여 발현된다고 한다. 인간은 (1) 특별한 상황에 대하여 해석하고, (2) 특정 행동이 도덕적으로 옳은지 그른지에 대해 판단하며, (3) 도덕적 행동을 위하여 다양한 가치들 중에서 선택하고, (4) 하고자 의도하는 것을 실행에 옮기는 과정을 통하여 윤리적인 행동을 한다는 것이다. 이에 4가지의 구성요소 모형을 제안하는데, 인간이 도덕적인 행동을 하기 위해서는 민감성, 판단력, 동기화, 품성화의 네 가지 구성요소가 통합적으로 작용하여 일어난다고 하였다. | |
가장 중요한 과학윤리교육의 목적은 무엇입니까? | 88-97)에 두기도 한다. 하지만 무엇보다도 가장 중요한 목적은 학습자들로 하여금 더 도덕적 혹은 규범적으로 올바른 선택을 구현하는 사람으로 만드는 데 있으며(Reiss, 1999), 더 나아가 윤리적이고 도덕적인 행동을 하게 하는 데 그 목적을 둘 수 있겠다(Macrina, 2005; Sadler & Zeidler, 2005). 지금까지의 과학윤리교육을 위한 국내외 문헌들을 살펴보면 다양한 관점에서 과학윤리교육의 목적이 설정되어 있음을 알 수 있다. | |
과학윤리교육의 역할은 무엇입니까? | , 2009; Zeidler & Keeper, 2003). 과학윤리교육은 과학자들로 하여금 윤리적으로 사고하고 행동하도록 하여 많은 사회적 문제를 해결하는 역할을 할 수 있을 것으로 보고 있다. 그렇다면 과학윤리교육의 대상이 과학자에게만 국한되어 실시되어야 하는지의 문제를 살펴볼 필요가 있겠다. |
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