제7차에서 2015 개정 과학과 교육과정까지 과학기술윤리교육의 변화

Educational Shift of Science and Technology Ethics in the National Science Curriculum of Korea from the 7th in 1997 to the 2015 Curriculum Revision

본 연구에서는 우리나라 초중등 과학과 교육과정에서 과학기술윤리교육의 변화를 분석하기 위하여 교육과정 시기, 학교급, 교육과정 항목, 과학영역, 과학기술윤리교육의 범주를 분석항목으로 하여 1997년 개정된 제7차 교육과정부터, 2007 개정, 2009개정, 2015 개정 과학과 교육과정을 분석하였다. 연구결과, 1997년 제7차 교육과정부터 2015개정 교육과정까지 변화하면서 과학기술윤리교육 관련 내용은 양적인 확대를 거듭해왔으며 이러한 경향성은 각각의 학교급, 교육과정 항목, 과학영역, 과학기술윤리교육 범주에서 거의 동일하게 나타났다. 과학기술윤리교육 범주 중에서 가장 큰 증가를 나타낸 것은 과학탐구윤리 관련 내용이었으며 전체 교육과정에 가장 많이 제시되어 있었다. 특정 과학기술분야의 윤리 중에서는 환경윤리가 가장 많았으며 생명의료윤리가 가장 적게 나타났다. 교육과정 항목의 성격 및 목표에는 STS 교육 관련 내용이 가장 많았으며 내용 및 성취기준, 교수학습방법 및 평가에서 공통적으로 탐구윤리 비중이 높았다. 과학영역별로는 물리영역에 공학기술윤리, 화학영역에 과학탐구윤리, 생물영역에 환경윤리가 가장 많이 제시되어 있었다

In order to explore the educational shift of science and technology ethics (STE) in the National Science Curricula of Korea, this study analyzed the curricula from the 7th in 1997 to the 2015 curriculum revision. Analysis factors were school level, curriculum item, subject of science, and the category of STE education. The category of STE education consists of 1) science inquiry ethics (SIE) , 2) science lap management (SLM) , 3) subject specific issues including biomedical ethics (BME) , environmental ethics (EVE) , and engineering & technology ethics (ETE) , and 4) The social responsibility and role of science & scientists including science, technology, & society (STS) , socio scientific issues (SSI) , and social role of science & scientists . The overall results showed that the STE education-related elements tended to have increased through the curriculum revisions, and a similar tendency showed in each analysis factor. STE education-related elements were greatly increased as teaching-learning and evaluation methods were introduced in each lesson unit in the 2015 curriculum revision. Out of all the STE education-related elements, SIE have increased the most and the number of the contents was the highest in the whole curricula. In the subject specific issues , EVE was the highest while BME was lowest. ETE in physics, SIE in chemistry, and EVE in biology were the most frequent elements in each science subject. STS and SSI elements appeared to have relevantly less increased because overall STS and SSI education elements were subdivided to the specific ethical elements in this study. Consequently, STE education in the National Science Curriculum in Korea has achieved the quantitative expansion. However, the qualitative evaluation involving reflection to the absence of social responsibility of science & scientists should be necessary.