연구윤리교육에서 연구부정행위와 연구윤리 주제 분류

김태경(TaeKyoung Kim),장동익(Jang Dong-ik) 한국도덕윤리과교육학회 2016 도덕윤리과교육 Vol.- No.53

연구 윤리교육의 내용은 연구 윤리 주제들과 밀접한 관련이 있다. 그러나 연구 윤리 주 제 그 자체를 연구 윤리 교육의 내용으로 구성하는 것은 바람직하지 않다. 연구 윤리 교 육의 내용은 다양한 학문 특성을 고려하여 이루어져야 하기 때문이다. 특정 학문에서 흔 히 발견되는 연구 부정행위는 여타의 학문에서는 전혀 문제되지 않을 수 있다. 여기에서는 먼저 연구 윤리 주제와 연구 윤리교육이 밀접하지만 별개의 내용으로 구성 되어야 할 필요성을 탐색해 볼 것이다. 그리고 학문의 특성에 따라 여러 연구 부정행위가 학문 특성에 따라 나타나는 모습을 조명해 볼 것이다. 연구 윤리 부정행위들이 각 학문의 특성에 따라 어떤 윤리적 문제점을 보이는지 해명하고, 이를 통해 특정 부정행위가 학문 의 특성에 따라서 연구 윤리교육에서 중시되어야 하는지를 설명할 것이다. 예를 들면 표 절은 사실학문의 사실적 자료에서는 흔히 발생하지 않지만, 가치의 학문의 비사실적 자료 에서는 흔히 발생하는 이유를 설명하여, 표절이 어떤 학문영역에서 강조되어 교육되어야 하는지를 보여줄 것이다. 이런 특징에 따라서 연구자 개인의 도덕성에 중점을 두어야 할 연구 윤리교육과 연구 주제에 중점을 두어야 할 연구 윤리 교육을 개괄할 것이다. Contents of research ethics education are fully dependent on research ethics subject. But Contents of research ethics subject is not same as contents of research ethics education because contents of research ethics education is composed of on considerations of various characteristics of other many sciences. Here I will show there is a need that research ethics education are composed of on independent on research ethics subject though they are closely related each other. And it is shown that research cheating is differed on other various characteristics of sciences and thereby we can know which research cheating is emphasized in research ethics education. And it is known here we should acknowledge there are the morality of individual researcher and the morality of research subject in research ethics education.

줄기세포 연구자의 연구 윤리 일반에 관한 인식 및 절차

최은경(CHOI Eun Kyung),김수연(KIM Soo-Youn),김옥주(KIM Ock-Joo) 한국생명윤리학회 2008 생명윤리 Vol.9 No.2

본 연구는 2008년 국내 줄기세포 연구자들을 대상으로 연구 윤리 일반에 관한 인식과 경험, 실천을 설문조사한 것이다. 설문조사 결과 국내 줄기세포 연구자들은 연구 윤리와 과학과의 높은 관련성을 지지하고, 다른 일반 과학연구자보다 높은 비율로 연구 윤리 교육을 경험하고 연구 윤리 가이드라인을 인지하고 있음이 드러났다. 또한 향후 연구 윤리 교육에 참여하고 싶은 비율 또한 높은 것으로 나타났다. 그리고 미묘한 연구 윤리의 문제인 시료 출처 동의나 유전자 연구 문제에서도 강한 윤리적 통제를 지지하고 있음이 드러났다. 그러나 연구 윤리 교육 경험이나 연구 윤리 가이드라인 인지도에서 강한 직급별 편차가 존재하였다. 한편, 설문 의도와는 달리 줄기세포 연구자들이 사회적 기대(social desirability)에 맞추어 설문 조사에 답변 했을 가능성이 발견되어, 추후 심화된 연구가 필요함을 시사하고 있다. We conducted a survey among Korean stem cell investigators on the perception and practice of research ethics in 2008. The survey results show that Korean stem cell researchers support higher interaction and integration of science and ethics and recognize research ethics guidelines more than average scientists. About 75.7 percent of the respondents wish to research ethics education in the future, while 38.8 percent of them have taken research ethics education. More than eighty percent of the respondents replied that they check the informed consent form of donated human tissue for research and conduct genetic research only within the purview of the informed consent attached to the sample. The percentage of having research ethics education and knowing research ethics guidelines differs among the various positions of a research team: the higher position in the research team the respondent is, the more she or he has research ethics education and know guidelines.

과학기술윤리의 현황과 연구윤리 과제

최문기 ( Moon Ki Choi ) 한국윤리학회 2006 倫理硏究 Vol.63 No.1

기후재난 시대의 묵자의 겸애사상과 환경교육

도영애,서범종,최승현 충북대학교 교육개발연구소 2024 한국교육논총 Vol.45 No.2

본 연구는 지구적 환경파괴의 불평등한 결과가 심화되는 오늘날 발전주의적 자연관을 넘어설 지혜를 묵자에게서 찾고자 수행되었다. 묵자는 겸애, 즉 차별 없이 사랑하는 것이 서로에게 이익이 된다라고 주장한다. 오늘날 여러 연구자들은 이를 개인의 이익이 아닌 만인의 이익으로 이해한다. 묵자는 만인에게 이익이 되는 것이 의로우며 하늘의 뜻에 부합한다고 말한다. 이런 자연관은 그의 실용주의적 교육관을 낳는다. 우리는 묵자의 겸애에 입각한 교육사상이 현대 환경교육에 자연관의 대전환을 요청하며 동시에 구체적 방법으로서 비공, 절용, 절장, 천지 같은 개념들을 재해석할 것을 요청한다는 점을 알 수 있다. 특히, 국가 교육과정에서 제시하는 교과 역량 요소인 환경 공동체 의식이나 성찰·통찰 능력에 속하는 하위영역인 환경 의식, 환경관, 참여와 책임 의식, 환경윤리, 배려, 협동, 자율성, 자기성찰, 환경(자연 및 타자)에 대한 성찰, 반성적 사고력, 통합적 사고력의 향상을 위해 고전이 제시하는 자연관을 재해석할 필요가 있다. 묵자의 겸애와 교육사상은 생태 시민성의 확장을 위한 유용한 자원이다. This study was intended identify wisdom in Mo-tzu that would go beyond today's developmental natural view as the unequal consequences of global environmental destruction intensify. Mozi says that it is righteous to benefit all and that this is in line with the will of heaven. This view of nature gives rise to his pragmatic view of education. We can see that the educational ideology based on Mozi's Jianai(兼愛) requests the transformation of the view of nature in modern environmental education and that concepts such as non-community, theft, burial, and heaven and earth be reinterpreted using a specific method. In particular, it is necessary to reinterpret the view of nature suggested by the classics to improve reflection, and integrated environmental (natural and human) thinking, which are sub-areas related to the concepts of environmental community or reflection and insight. These in turn encompass aspects of the national curriculum, such as environmental consciousness, environmental views, environmental ethics, participation and responsibility, consideration, cooperation, autonomy, self-reflection, and environmental (natural and human) thinking.

생명과학 연구자의 연구윤리 교육과정 개발을 위한 기초연구 -연구윤리 경험, 교육현황 및 요구-

한성숙 ( Sung Suk Han ),안성희 ( Sung Hee Ahn ),구인회 ( In Hoe Ku ),이미송 ( Mi Song Lee ) 한국의료윤리학회 2007 한국의료윤리학회지 Vol.10 No.1

This study examines the experiences, current situations, and educational needs of researchers in life sciences in order to develop an educational program for research ethics. A total of 267 subjects from medical center C participated in this study. The findings were as follows: 1) 43.8% of respondents agreed with the item, "I have included the name of a person in my research who didn`t contribute to my research", while only 3.7% agreed with the statement, "I have tried to minimize risk factors which could impact on participants during the research process"; 2) on the status of ethics education, the number of discussions or lectures regarding research ethics and ethical problems was very low; 3) the highest acknowledged educational need was for "scientists` ethical responsibility and attitudes(69.7%)", while the lowest acknowledged need was for a "peer review system(27.0%)"; 4) differences in educational needs were found among the different disciplines. In medical science, research misconduct, human and animal research ethics, conflict of interest, and peer review were highlighted, while in basic biological science, animal research ethics and the relationships among research members were emphasized. In nursing science, ethics education on authorship and referencing was widely regarded as lacking. These findings indicate that research ethics education is needed in order to support responsible research conduct.

인공지능의 교육적 활용을 위한 윤리 지침 개발

박연정 ( Yeonjeong Park ),정종원 ( Jongwon Jung ),노석준 ( Seak-zoon Roh ),이은배 ( Eunbae Lee ) 한국교육공학회 2023 교육공학연구 Vol.39 No.0

Within the domain of artificial intelligence (AI) and its potential contributions to humanity, concurrent concerns and uncertainties about AI or AI-enabled robots are evident. This research identified a crucial gap, specifically the lack of comprehensive exploration into ethical considerations and the absence of precise guidelines for AI application within educational contexts. The primary objective of this study is to bridge this void by devising ethical guidelines tailored for pivotal educational stakeholders. They include program designers and developers, researchers, instructors, and learners actively engaged in integrating AI for educational purposes. To accomplish this objective, ethical considerations for AI application in education were derived through an analysis of prior research on established AI ethics, organizing specific definitions. An initial draft of ethical guidelines, customized for relevant stakeholders in the educational sphere, was developed. The validation involved a two-step Delphi survey encompassing four distinct groups. This iterative survey effectively eliminated redundancies in ethical considerations and refined them to align with the perspectives of pertinent practitioners, interpreting specific ethical considerations. The study culminated in the identification of six overarching areas ―transparency, justice and fairness, nonmaleficence, responsibility, freedom and autonomy, and coexistence―along with 28 components (e.g., transparency, fairness, safety, privacy, sustainability, solidarity, etc.) comprising the ethical guidelines for the educational use of AI. The proposed guidelines furnish a comprehensive framework for ethical practices in the integration of AI into educational settings.

인공지능의 교육적 활용을 위한 윤리 지침 개발

박연정,정종원,노석준,이은배 한국교육공학회 2023 교육공학연구 Vol.39 No.4

Within the domain of artificial intelligence (AI) and its potential contributions to humanity, concurrent concerns and uncertainties about AI or AI-enabled robots are evident. This research identified a crucial gap, specifically the lack of comprehensive exploration into ethical considerations and the absence of precise guidelines for AI application within educational contexts. The primary objective of this study is to bridge this void by devising ethical guidelines tailored for pivotal educational stakeholders. They include program designers and developers, researchers, instructors, and learners actively engaged in integrating AI for educational purposes. To accomplish this objective, ethical considerations for AI application in education were derived through an analysis of prior research on established AI ethics, organizing specific definitions. An initial draft of ethical guidelines, customized for relevant stakeholders in the educational sphere, was developed. The validation involved a two-step Delphi survey encompassing four distinct groups. This iterative survey effectively eliminated redundancies in ethical considerations and refined them to align with the perspectives of pertinent practitioners, interpreting specific ethical considerations. The study culminated in the identification of six overarching areas—transparency, justice and fairness, nonmaleficence, responsibility, freedom and autonomy, and coexistence—along with 28 components (e.g., transparency, fairness, safety, privacy, sustainability, solidarity, etc.) comprising the ethical guidelines for the educational use of AI. The proposed guidelines furnish a comprehensive framework for ethical practices in the integration of AI into educational settings.

간호연구자의 연구윤리 교육요구도 조사

정인숙(Jeong, Ihn Sook),구미옥(Gu, Mee Ock),김금순(Kim, Keum Soon),이광자(Lee, Kwang Ja),양수(Yang, Soo) 한국간호과학회 2010 Journal of Korean Academy of Nursing Vol.40 No.4

이종이식연구자 대상 윤리교육의 시행과 그 효과에 관한 고찰

모효정 ( Hyo Jung Mo ) 한국의료윤리학회 2010 한국의료윤리학회지 Vol.13 No.4

Xenotransplantation research raises a number of ethical issues, such as a possible outbreak of new/zoonotic infection, violating an individual`s privacy, and harm to the animals (especially to nonhuman primates) that are used in experiments. Since 2004, xenotransplantation researchers and doctors associated with the Xenotransplantation Research Center (XRC) have been receiving education related to the ethical issues involved in xenotransplantation research at least twice per year. Learners` attitudes toward xenotransplantation have been investigated three times: in 2004, 2007, and 2010. The objective of this study was to discover the changes in learners` attitudes toward xenotransplantation issues and to identify the best form of ethics education for xenotransplantation researchers. The Ethics Education for Researchers provided to XRC associates since 2005 has involved seven units on laws and regulations, nine units on general ethical issues, five units on the ethics of animal research, and ten units on laboratory management and ethics. To the question concerning the justifiability of xenotransplantation research, 100 percent of respondents answered "Yes, it is justifiable" in 2004. However, the proportion of positive responses decreased to 90.9% in 2007 and 86.2% in 2009. The proportion of respondents who considered "the risk of zoonosis" and "lack of established legal framework" as top-priority projects has increased. The preferred educational method was "case-based study." After receiving the Ethics Education for Researchers, researchers tended to be more conscious of the ethical issues raised by xenotransplantation research. This study suggests a need for mandatory ethics education for xenotransplantation researchers using a variety of educational methods.