Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

Research hotspots and prospects of ethics education of science and technology in China based on bibliometrics

“…Educators should actively participate in relevant projects and conduct necessary technical exchanges with professional institutions. Focusing on and improving their own ethical awareness, teachers will only be reminded of the importance of teaching and learning about ethical issues in ST if they consider themselves to be responsible agents for the ethical issues raised (Rhee and Choi, 2014).…”

“…In addition, as publications of natural science, engineering technology and social science, the institutional norms of sci-tech periodicals are crucial to the construction of ethics (Xie, 2018), and the causes of the credit crisis must be deeply analyzed. Under the multi-dimensional perspective dispute, the views of ethical issues and the demand for ethical education are increasing, so the perception of scientific and technological ethics and education should be strengthened (Rhee and Choi, 2014).…”

Teachers’ Sensitivity towards Technology and Environmental Ethics

“…In their interactions with their students, teachers should abide by the ethical codes of their profession. It is known that there are some attempts to develop suggestions and programs for the ethical training of science teachers abroad [6][7][8][9]. In addition, there is some research focusing on the strategies to be followed in teaching of the ethical dimensions of socio-scientific issues within science courses [10][11][12], a reflection of technology on values and its teaching [13], determination of the role of classroom teachers on values education [14], qualifications to be possessed by ideal educators [15], the effect of content competences of science teachers on the quality of their socio-scientific argumentations [16] and the reflection of teachers' religious beliefs on ethics education [17].…”

Development of a Science Ethicality Test for Elementary School Students

“…지금 까지의 과학윤리교육을 위한 국내외 문헌들을 살펴보면 다양한 관점 에서 과학윤리교육의 목적이 설정되어 있음을 알 수 있다. 과학에서 의 인식 및 태도의 변화 Harris & Ratcliffe, 2005;Rhee, 2011;Shin & Shin, 2012), 학업성취도 및 과학지식의 습득 (Cho, 2008;Ratcliffe & Grace, 2003, pp.65-87;Sadler, 2009), 과학의 본성에 대한 이해 (Bell & Lederman, 2003;Khishfe & Lederman, 2006;Shin & Shin, 2012;Walker & Zeidler, 2007), 과학적 소양 및 의사결정능력의 신장 (AAAS, 1993;Fowler et al, 2009;NRC, 1996NRC, , 2013NSTA, 1990;Park et al, 2002;Ratcliffe & Grace, 2003, pp.118-141 (Kurtines & Gewirtz, 1995, p.377), 기존 도덕교육의 개별적인 접근법에 대한 대안으로 가 장 설득력 있는 연구결과 (Park & Choo, 2007, p.185 (Clarkeburn, 2002;Fowler et al, 2009;Sadler, 2004)에서는 물론이 고, 의학윤리 (Bebeau et al, 1985;Duckett & Ryden, 1994;Hong, 2000;Self & Olivarez, 1996)나 교직윤리 (Chang, 1994;Kim & Son, 2002;Lim & Moon, 2007;Moon, 2006) …”