• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.209-217
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• 2024

This study aimed to analyze the learning contents related to biotechnology in life science II and general engineering based on the 2015 revised national curriculum and discuss pedagogical implications for biotechnology education. The main findings were as follows: First, while the learning topics of life science II focused on the ethical aspects related to biotechnology, the learning topics of general engineering focused on the industrial aspects of biotechnology. Second, there were types of overlapping biotechnologies in the life science II textbooks and general engineering textbooks. However, the life science II textbooks provided more scientific and professional descriptions of biotechnology principles than the general engineering textbooks. Also, the life science II textbooks provided more specific overall explanations than the general engineering textbooks. There was a lack of ethical considerations concerning biotechnology in the general engineering textbooks. These findings imply that it is necessary to reorganize biotechnology content based on each school's curriculum and student characteristics.

• Korean Journal of Medical Ethics
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• v.21 no.4
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• pp.330-343
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• 2018

This article explores some of the ethical issues associated with the fourth industrial revolution and suggests new directions for bioethics education in Korean universities. Some countries have recently developed guidelines and regulations based on the legal and ethical considerations of the benefits and social risks of new technologies associated with the fourth industrial revolution. Foreign universities have also created courses (both classroom and online) that deal with these issues and help to ensure that these new technologies are developed in an ethically appropriate fashion. In South Korea too there have been attempts to enhance bioethics education to meet the changing demands of society. However, bioethics education in Korea remains focused on traditional bioethical topics and largely neglects the ethical issues related to emerging technologies. Furthermore, Korean universities offer no online courses in bioethics and the classroom courses that do exist are generally treated as electives. In order to improve bioethics education in Korean universities, we suggest that (a) new course should be developed for interprofessional education; (b) courses in bioethics should be treated as required subjects gradually; (c) online courses should be prepared, and (d) universities should continually revise course contents in response to the development of new technologies.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.112-120
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• 2019

The purpose of this study is to explore educational methods for elementary, middle and high schools using school forests via IT convergence. To this aim, we reviewed the previous literature on education using school forests to identify the problems with the existing education using school forests, and conducted interviews with experts to analyze the demands. we proposed an educational method that can utilize the school forests via IT convergence, and explored its validity through content reviews conducted by experts. The findings of this study are as follows. First, we proposed the IT convergence instruction focused on hands-on activities on top of the existing educational contents. Second, we proposed IT convergence instruction that incorporates diverse materials, physical computing tools, and programming tools. Third, we presented methods for utilizing such IT convergence instruction in connection with various elements of the 2015 Revised Curriculum as well as with various other activities such as middle school free semester activities and after-school activities. The school forest is a crucial learning space for the areas related to agriculture and biotechnology. Thus, we anticipate that the IT convergence instruction proposed in this study will lead to the re-discovery and re-evaluation of a value of school forests as an educational space that contributes to fulfilling the objective of the 2015 Revised Curriculum to nurture creative convergent talent.

• The Microorganisms and Industry
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• v.13 no.1
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• pp.21-27
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• 1987

우리나라의 생명공학은 지난 1970년대초 광생물질의 개발, 식품공업의 발전및 농업기술의 개발과 함께 생명공학과 관련되는 산업을 꾸준히 발전시켜 왔으나 전반적으로 기술이 낮은 던계에 머물러 있었고, 1980년대에 들어와서 선진국으로부터 각종기술의 도입과 협력연구 등으로 상당한 수준에 이르게 되었다. 이와 더불어 생명공학의 중요성을 인식하고 국책연구기관및 민간기업을 중심으로 신생명공학기술의 개발에 역점을 두어 기술수준의 제고에 노력한 결과, 몇몇 제품분야에 있어서는 상당한 발전을 보게 되었다. 그러나 미국, 일본을 비롯한 선진국 수준에는 전반적으로 미치지 못하고 아직 초기단계를 벗어나지 못한 상태에 있다. 그러나 정부의 적극적인 지원정책에 힘입어 미간기업의 주도적 연구협력체인 유전공학 연구조합(1982년 3월 설립)과 국책연구기관인 유전공학센터(1985년 2월)가 각각 설립되어 특히 신생명공학의 응용및 개발연구를 활발하게 추진함은 물론 학계에서도 정부정책에 부응하여 관련학과를 신설하는등 관련기초 전문의 교육및 연구를 위하여 최선을 다하고 있으므로 1990년대 이후에는 분야에 따라서는 선진국 수준에 이를 전망이다.

• Journal of Convergence for Information Technology
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• v.9 no.4
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• pp.109-117
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• 2019

In this study, it developed and applied a biomimicry robot education program based on technology education, and to examine its effects. To do this, We were developed a biomimetic robot education program and was applied to gifted education in the technology fields to examine changes of the effects along with satisfaction. The results are as follow: First, the biomimicry robot education program conducted over 15 hours in total, comprised of technological problem solving steps. Second, satisfaction as a quantitative research of this program was higher than average, and as a qualitative research also showed positive satisfaction. Third, the changes in the propensity for technological problem solving and attitudes toward robots were statistically significant after participation in the program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.11
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• pp.137-147
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• 2018

This study is a descriptive evaluation of the differences in biomedical ethics consciousness, related knowledge, awareness, and attitude of nursing college students according to the completion of biomedical ethics education. The data were collected from 112 nursing students using self-report questionnaires and analyzed by t-test, Chi-Square test, Fisher's exact probability test and Pearson's correlation coefficient using SPSS 21.0. There were significant differences between the two groups in the sub-domains of biomedical ethics consciousness, artificial insemination, euthanasia and organ transplantation. The biomedical ethics consciousness was positively correlated with attitudes toward human tissue donation and transplantation, awareness of death, and awareness of hospice palliative care. The results of this study showed that after participating in the biomedical ethics education, nursing college students had statistically significant differences in the consciousness of artificial insemination, euthanasia, and organ transplantation. Moreover, the consciousness of biomedical ethics was related to attitude toward human tissue donation and transplantation and awareness of hospice palliative care. Based on the results of this study, we would like to suggest the need for development of various curricula related to death, hospice palliative care, human tissue donation and transplantation in the biomedical ethics curriculum. In addition, as the study was conducted in a single college, it is difficult to generalize the results; therefore, additional studies at different facilities are recommended.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.513-530
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• 2009

Many kinds of teaching methods have been used to instruct ethical issues that arise in the field of science and technology. However, few teaching methods of bioethics have been validated by ethical theories, or justified based on practical utility in bioethics teaching. The aim of this article is to suggest teaching methods of bioethics that are appropriate for ethical theories and socio-scientific issues related to biological sciences in secondary schools. In the article, the teaching methods are classified into three types of ethical theories and into three types of socio-scientific issues in biological sciences. The characteristics of nine teaching/learning methods are then described in terms of appropriate bioethical issues or contexts, and ethical theories or principles.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.341-341
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• 2023

전 세계적으로 발생하고 있는 기후변화로 최근 극한의 가뭄이나 홍수가 발생하고 있으며, 이로 인한 경제·사회적으로 피해를 발생시키고 있는 실정이다. 이에 따라 기후변화에 직접적으로 영향을 주는 원인 중 하나인 온실가스에 대한 관심 높은 실정이며, 전 지구적으로 다양한 분야에서 탄소중립을 위한 정책이나 실천 방안 마련을 위한 연구가 활발히 이루어지고 있다. 우리나라에서는 2050 장기 저탄소 발전전략을 수립하였으며, 농축산부문의 온실가스 배출량을 2018년 배출량인 24.7백만톤 대비하여 2030년까지 27.1%인 약 6.7백만톤 감축을 목표로 하며 그 중 벼 논물관리를 통한 온실가스 감축 목표량은 540천톤으로 농업인의 참여가 요구된다. 이에 본 연구에서는 저탄소 논물관리를 위한 농업인 대상으로 총 3회의 교육을 실시하였다. 저탄소 논물관리 참여의식 고츼 및 탄소 중립에 대한 이해를 돕기위한 교육을 실시하였고 교육 전·후 참여 농업인 대상의 설문조사를 실시하였다. 저탄소 논물관리의 핵심인 중간 물떼기와 관련된 설문 결과, 교육 전 2주 미만 논물을 건조한다고 응답한 농업인은 51%였으나 교육 3회 실시 후 설문에서는 2주일 이상 논물을 건조한다고 응답한 농업인이 78%로 증가하였다. 또한, 출수기부터 완전 물떼기 전까지의 논물관리 방식인 걸러대기는 교육전 49%였지만 교육 실시 후 74%로 증가하여 걸러대기를 실천하는 농업인 비율이 높아졌다. 이처럼 농업분야의 온실가스 배출량 감축을 위한 정책이 현장에서 효과적으로 실천되기 위해서는 농업인의 참여가 필수적이다. 따라서 본 연구와 같이 농업인 대상의 교육이나 컨설팅 등이 함께 이루어진다면 더욱 높은 효과를 나타낼 수 있을 것으로 사료된다.

• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.275-280
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• 2007

학교 교재원은 생명과 환경 관련 교과 교육을 위한 가장 효과적인 학습 교재일 뿐 아니라 학생들의 성장 발달에 큰 영향을 줄 수 있는 곳이지만 학교 현장에서는 학교 교재원 관련 기준이 제정되어 있지 않으며 관리 장부도 허술하다. 또, 식물관리에 관한 기술이나 이론을 겸비한 전문가가 거의 없으며, 교재원 관련 고급 인력을 배치하기도 쉽지 않은 상황이다. 따라서 식물 및 교재원 관련 정보를 데이터베이스화하고 커뮤니티를 통해 정보를 교류하여 교재원 관리자가 관리를 좀 더 체계적으로 할 수 있게 돕고, 학생들이 좀 더 계획성있게 설계된 교재원을 접할 수 있도록 하는 교재원 관리시스템을 제안한다. 본 연구에서 제안하는 관리시스템으로 관리자는 좀 더 전문적이고 수월하게 교재원을 관리하고, 자라나는 학생들은 좀 더 다양한 과학적 자극을 받을 수 있을 것으로 기대한다.

• Journal of Science Education
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• v.39 no.3
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• pp.343-357
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• 2015

The present study aims to analyze the extent of the use of STS contents in the areas of 'Evolution of Life' and 'Health of Humanity and Scientific Technology' in 'Science' textbooks and to determine whether they meet the goals of the curriculum revised in 2009. The analysis of the 7 types of textbooks according to the STS topics areas indicated big differences between textbooks as little as 16.67% and as much as 58.33%. Also, among the topics associated with STS, 'Space Development and National Defense' and 'Environmental Problems' were not included. In the STS activity areas, the areas of 'Structured Debate,' 'Interpretation of Data,' 'Research and Investigation' showed great frequency. On the other hand, the STS activity areas of 'Field Activities,' 'Problem-solving and Decision-making,' 'Role Playing,' 'Simulation,' 'Case Study,' and 'Research Design' showed small frequency. Analysis of the STS contents for each area indicated 67.57% for the contents relevant to 'the applicability of science' accounting for the largest part whereas 'Understanding of Occupations related to Science' accounted for 1.63%, showing a great difference in their frequency. Seven standards except 'the applicability of science' were included each contents beyond 10% or less than 10% proportion. The STS contents included in the life science area of the 7 types of convergence-style 'Science' textbooks for the high-school accounted for an average of 20.75%, from as little as 12.35% to as much as 26.90%, depending on the publishes.