Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Comparison between Mentor Scientists and Teachers' Perceptions of Research Ethics Education and of Creation of an Ethical Research Environment in the Mentoring Program for the Science-Gifted Students in High School

고등학교급 과학영재를 위한 사사교육에서 수행되는 연구윤리교육과 연구환경 조성에 대한 멘토 과학자와 교사의 인식비교

  • Lee, Jiwon (Korea National University of Education) ;
  • Yi, Bumjin (Korea Advanced Institute of Science and Technology)
  • Received : 2019.05.28
  • Accepted : 2019.06.25
  • Published : 2019.06.30
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Abstract

In this study, we investigated how scientists and teachers engaged in mentoring program are conducting research ethics education and how they are creating an ethical educational environment. A questionnaire survey was given to 32 scientists and 44 teachers conducting mentoring programs for gifted high school students. In the content of research ethics education, most of the respondents opined that they should teach against falsification, plagiarism, and fabrication. Teachers were most likely to teach ethical decision-making in each step of the research process. Most of the scientists said that they should teach how to write research note. For the difficulties, the teachers pointed out the challenging system that focuses only on college entrance exams while the scientists answered that it was difficult to recognize research ethics as the problem of the students themselves. For the teachers, the most affective factor in creating an ethical research environment is the amount of time to teach research ethics while for the scientists, it is the ethics of the mentors. For creating an ethical research environment, the teachers responded with making an atmosphere wherein failure is tolerated, and the scientists responded with increasing the degrees of freedom in results. For the difficulties of creating an ethical research environment, the teachers were constrained by research time while the scientists were pressured about the results. These results provide implications for ways to teach research ethics and for ways to create an ethical research environment in the mentoring program for science-gifted students.

이 연구에서는 사사교육을 수행하고 있는 과학자와 교사는 연구윤리교육을 어떻게 하고 있는지, 사사교육에서 윤리적 교육환경을 어떻게 조성하고 있는지를 알아보았다. 이를 위하여 고등학교급 과학영재를 대상으로 사사교육을 수행하고 있는 과학자 32명과 교사 44명을 대상으로 설문조사를 수행하였다. 연구윤리교육의 내용에 대하여 과학자와 교사 모두 위조, 변조, 표절하지 않기를 가장 우선적으로 가르쳐야 한다고 보았다. 연구윤리교육의 수준에 대해서 과학자와 교사 모두 고등학교급 과학영재에게 대학생 수준의 연구윤리를 가르쳐야 한다고 인식하였다. 교육방법에 대해 교사는 연구수행 중 각 단계별로 필요한 윤리적 의사결정의 개별 교육, 과학자는 연구노트 작성법 지도가 가장 순위가 높았다. 연구윤리교육의 어려움에 대해 교사는 입시 위주의 교육풍토를 들었고, 과학자는 연구윤리가 학생 스스로의 문제라고 인식시키는 것이 어렵다고 응답하였다. 과학영재가 윤리적으로 연구를 수행하는데 영향을 미치는 주요 요소를 교사는 연구지도에 주어진 시간, 과학자는 멘토의 윤리성이라고 보았다. 윤리적 연구 환경의 조성 방법에 대해 교사는 실패가 용인되는 분위기를 조성하는 것, 과학자는 결과에 대한 자유도를 늘리는 것이라고 하였다. 윤리적 연구환경 조성의 주요 어려움으로 교사는 연구시간의 제약, 과학자는 결과에 대한 압박을 들었다. 이 결과는 과학영재 학생들을 위한 사사 교육 중 어떻게 연구윤리를 교육하여야 하는지와 어떻게 윤리적 연구 환경을 만들어나갈지에 대한 시사점을 제공한다.

Keywords

Table 1. General characteristics of the scientists who responded to the questionnaire

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Table 2. General characteristics of the teachers of gifted students who responded to the questionnaire

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Table 3. Questionnaire for mentor scientists and teachers of gifted students

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Table 4. Scientists and teachers’ perceptions of contents of research ethics education

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Table 5. Scientists and teachers’ perceptions of levels of research ethics education

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Table 6. Scientists and teachers’ perceptions of methods of research ethics education

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Table 7. Scientists and teachers’ perceptions of difficulties of research ethics education

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Table 8. Scientists and teachers’ perceptions of factors of ethical research environment

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Table 9. Scientists and teachers’ perceptions of Methods to create ethical research environment

GHGOBX_2019_v39n3_427_t0009.png 이미지

Table 10. Scientists and teachers’ perceptions of difficulties to create ethical research environment

GHGOBX_2019_v39n3_427_t0010.png 이미지

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