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과학쟁점 윤리적 가치 주제 독서토론을 통한 대학생들의 과학적 세계관의 변화

Changes in the Scientific Worldviews of Undergraduate Students through Reading Debate on Ethical Values of Scientific Issues

손연아|오준영|이은주
한국생물교육학회 (The Korean Society of Biology Education)|2022.09|생물교육 (BIOLOGY EDUCATION)|제50권 제3호|pp. 435-460|DOI 10.15717/bioedu.2022.50.3.435

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키워드

Toulmin's argumentation modelconvergent argumentation modeleco-centeredethical valuescientific worldviews
주제분류교육학

초록

This study aimed to examine how the scientific worldviews of undergraduate students appears and changes by analyzing the reading debate of university students conducted on the topic of scientific issues and ethical values. For this purpose, this study collected and transcribed reading debate datas on the topics of scientific issues and ethical values of undergraduate students. To analyze the worldviews, first, we constructed a worldviews analysis framework. Second, a convergent argumentation model was constructed that extended and transformed Toulmin's argumentation model. Finally, the types and patterns of change in the worldviews were classified and presented as a diagram. As a results of the analysis, first, it was analyzed that undergraduate students have both an evolutionary worldviews and an entropic worldviews with a mechanistic worldviews of human-centered ethical values and an ecologicalist worldviews of eco-centered ethical values. Second, as a result of schematizing the worldviews of the pros and cons on a convergent argumentation model structure diagram, the pros were arguing from the standpoint of a mechanistic worldviews that pursues human-centered ethical values. On the other hand, the cons were arguing from the standpoint of an ecology worldviews that pursues eco-centered ethical values. Through this study, it was possible to see the possibility of elaborating the scientific worldviews of undergraduate students through the confrontational discussion of scientific issues and ethical values and cultivating the eco-centered ethical value worldviews.

Abstract

This study aimed to examine how the scientific worldviews of undergraduate students appears and changes by analyzing the reading debate of university students conducted on the topic of scientific issues and ethical values. For this purpose, this study collected and transcribed reading debate datas on the topics of scientific issues and ethical values of undergraduate students. To analyze the worldviews, first, we constructed a worldviews analysis framework. Second, a convergent argumentation model was constructed that extended and transformed Toulmin's argumentation model. Finally, the types and patterns of change in the worldviews were classified and presented as a diagram. As a results of the analysis, first, it was analyzed that undergraduate students have both an evolutionary worldviews and an entropic worldviews with a mechanistic worldviews of human-centered ethical values and an ecologicalist worldviews of eco-centered ethical values. Second, as a result of schematizing the worldviews of the pros and cons on a convergent argumentation model structure diagram, the pros were arguing from the standpoint of a mechanistic worldviews that pursues human-centered ethical values. On the other hand, the cons were arguing from the standpoint of an ecology worldviews that pursues eco-centered ethical values. Through this study, it was possible to see the possibility of elaborating the scientific worldviews of undergraduate students through the confrontational discussion of scientific issues and ethical values and cultivating the eco-centered ethical value worldviews.

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