201
A Survey of Effects of STS Education on the University
Students' Moral Development and Epistemological Beliefs :
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Using DIT and EBI
33Han,
Hye min*
<목 차>
Ⅰ. Introduction
Ⅱ. Literature review
1. Moral Development
2. Post semester test
3. Pre-post semester test
Ⅴ. T-test for each STS courses
2. Epistemological Development
3. Professional Ethics Education Programs
Ⅲ. Design and Plan for Survey
Ⅵ. ANOVA
1. ANOVA for pre-test data
2. ANOVA for differences of each variable
Ⅳ. Descriptive Statistics
1. Pre semester test
VII. Discussion and Conclusion
Bibliography
국문초록
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본 연구는 이공계 대학에서 이루어지고
있는 과학기술학 교육의 교육심리학적 효과를 측정하는
데 그 목적이 있다. 과학기술학 교육은 과학기술윤리, 과학기술사, 과학기술사회학, 과학기술정책학
등을 포괄하는 학제적 학문으로서 이공계 학생들의 과학기술에 대한 사회적 인식을 함양하는데 주
목적을 두고 있다. 최근 과학기술계에서 촉발된 여러 사태들로 인해 과학기술의 윤리 문제 및 교
육 문제가 중요한 이슈로 떠오르고 있다. 하지만 효과적인 교육을 실시하기 위한 교육학적 탐구는
전무한 실정이다. 이에 본 연구는 도덕발달과 인식론적 신념이라는 교육심리적 관점에서 과학기술
학 교육의 효과에 대한 탐색적 조사를 실시하고자 한다. 도덕발달의 측정에는 DIT(Defining Issues
Test), 인식론적 신념의 측정에는 EBI(Epistemic Beliefs Inventories)가 사용된다. 결과로, 인식론적 신념
부문에서는 지식의 확실성에서 장기간-다과목 수강자군이 타 학생들에 비해 발달의 정도가 유의하
게 컸고, 도덕 판단력 부문에서는 역사 맥락적-학제적-사회 이슈를 다루는 과목군의 수강생이 여타
과목군의 수강생에 비해 발달의 정도가 유의하게 컸다. 이러한 측정도구들을 통해 조사된 결과를
바탕으로 대한민국의 과학기술학 교육에 대한 개선점을 제언하고자 한다.
* Science and Technology Studies Program of KAIST, Republic of Korea (gksgpals@kaist.ac.kr)
202 윤리교육연구 (제 9 집)
주요어 : 과학기술학 교육, 과학기술윤리, 인식론적 신념, 도덕 판단력, 이공계 대학생, EBI, DIT,
STS.
I. Introduction
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In these days, ethical issues related to scientific activities and engineering are being more important
than 20th century; especially, since November 2005, bioethics problems are being seriously debated in
Korea. Therefore, it will become more important that how to educate ethics to natural science and
engineering student. Nowadays, as an educational invention to improve social perspective of science and
technology student, STS(Studies of Technology and Science) education was introduced and is performed
in many Korean universities; the STS includes philosophy, history, sociology, ethics, and other related
humanities and social sciences of science and technology.
However, there were few studies for STS education from pedagogical view point; in fact, its
educational psychological effects, curriculum, and other educational aspects have not been seriously
studied. So, the purpose of this study is to explore the effect of STS education to students. This study
will concentrate on following issue whether STS education affects students' moral reasoning and
epistemological beliefs; moral reasoning is related to how to make moral decisions and epistemological
beliefs are related to students' attitude about knowledge.
Ⅱ. Literature review
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This literature review is divided into three sections. The first section describes the theory of moral
development that is basis of this survey. The second section describes a summary of several theories of
epistemological development, especially most current theory-component model- and its assessment
-EBI(Epistemic Beliefs Inventory)-. The third and last section reviews moral educational programs for
professions in USA, such as college students in medical schools, nursing schools, dental schools, etc, and
its effects for students' development.
A Survey of Effects of STS Education on the University Students' Moral Development and 203
Epistemological Beliefs : Using DIT and EBI (한혜민)
1. Moral Development
According to Kohlberg, the structure of the development of moral reasoning has three levels and six
stages; each level has two stages. Level 1 (pre-conventional) is a perspective from which rules and social
expectations are something external to the self; in the Level 2 (conventional) perspective the self is
identified with or has internalized the rules and expectations of others, especially those of authorities;
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and the Level 3 (post-conventional) perspective differentiates the self from the rules and expectations of
others and defines moral values in terms of self-chosen principles.1 For this structural development, Blatt
suggested that how students' moral reasoning advance; he believed that the cognitive stimulation of
moral discussion, that is of children hearing themselves and others argue at different stages of moral
reasoning, ought to create movement to the next stage up for the children involved.2
To assess students' moral reasoning, DIT(Defining Issues Test) will be used in this study. DIT is a
multiple choice test that can be group-administered and computer-scored. In the DIT, a subject is
presented with a moral dilemma, such as Heinz dilemma; and then, student chooses reasons of selected
behavior.3 Davison and Robbins reviewed that DIT reliable internal consistency .70 in Cronbach alpha.4
And Its Korean version, that translated by Moon and et all. showed internal consistency .64 in alpha.5
In this study, three stories version of DIT in Korean will be used to evaluate students' moral
development during the semester.
2. Epistemological Development
According to Hofer and Pintrich, epistemological beliefs mean individuals' conception about the nature
of knowledge and process of knowing. It is related to how individual get knowledge, think, and
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reasoning.6 Major researchers in epistemological beliefs are Perry, Belenky, Baxter Magolda, King and
Kitchener, D. Kuhn, and Schommer. Among them, Schommer established the latest theory. Schommer
suggests that there are multiple components in epistemological beliefs : first, simple knowledge(SK) that
1 Jeong, C. W., A Cross-Cultural Study of the Relationships between Epistemological Beliefs and Moral Judgement as a Psychological
Foundation for Moral Education, Ph. D. Dissertation (Athens: University of Georgia, 2003), pp. 10-11.
2 Higgins, A., "Educating for Justice and Community: Lawrence Kohlberg's Vision of Moral Education" in Kurtines, W. M.
and Gewirtz, J. L. (eds.), Moral Development : An Introduction (Boston: Allyn and Bacon, 1995), p. 59.
3 Rest, J. R., "Background: Theory and Research" in Rest, J. R. and Narvaez, D. (eds.), Moral Development in the Professions:
Psychology an Applied Ethics(Hillsdale: Lawrence Erlbaum Associates Inc., 1994), p. 11.
4 Moon, Y. L., A Study to Diagnose Moral Development of Korean Adolescents -Standardization Research for DIT-(Korean) (Seoul:
Seoul National University, 1994), p. 82.
5 Ibid.., p. 108.
6 Hofer, B. K. and Pintrich, P. R., "The development of epistemological theories: Beliefs about knowledge and knowing and
their relation to learning", Review of Educational Research, 67, 1997.
204 윤리교육연구 (제 9 집)
knowledge consists of discrete facts, second, certain knowledge(CK) that knowledge is absolute, third,
innate ability(IA) that learning is innate, fourth, omniscient authority(OA) that authorities have access to
otherwise inaccessible knowledge, fifth and last, quick learning(QL) that learning occurs in a quick or
not at all.7 Similar to the theory of moral development, numerous suggestion have been made for
promoting the progression described in most of the schemes reviewed, typically along the lines of
challenging the existing ideas by presenting ideas one level higher to foster cognitive conflict and
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restructuring.8
Epistmic Beliefs Inventory(EBI) is a widely used assessment tool to assess students' epistemological
beliefs. It was devised by Bendixen et all; based on Schommer's five component model. EBI uses five
scored Lickert scale(From strongly disagree(1 point) to strongly agree(5 point)) for 32 questions related to
five components.9 Korean version of EBI is interpreted and tested by Jeong, in his doctorial dissertation;
it showed reliable internal consistency .79 in alpha10. In this survey, Korean EBI that was interpreted by
Jeong will be used to evaluate the influence of STS courses to students' epistemological beliefs.
3. Professional Ethics Education Programs
There are several results related to educational effects of professional ethics education programs in
USA. Some educational programs that were designed by educational psychologist showed significant
growth in moral reasoning; Duckett and Ryden's "Education for Ethical Nursing Practice"11, Bebeau's
"Influencing the Moral Dimensions of Dental Practice"12, Self and Baldwin Jr. s' "Moral Reasoning in
Medicine"13, and Self, Olivarez, Baldwin Jr. s' "Moral Reasoning in Veterinary Medicine". They designed
programs to promote moral development, and got results that indicate these programs were usually
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effective. Moreover, Tsai's research indicates
that students who attended STS related instruction, especially
7 Schommer, M. "Comparisons of beliefs about the nature of knowledge and learning among postsecondary students",
Research in Higher Education, 34, 1993.
8 Hofer, B. K. and Pintrich, P. R., op. cit.., p. 123.
9 Bendixen, L. D., Dunkle, M. E. and Schraw, G., "Epistemological beliefs and reflective judgment", Psychological Reports,
75, 1994.
10 Jeong C. W., op. cit,., p. 65.
11 Duckett, L. J. and Ryden, M. B., "Education for Ethical Nursing Practice" in Rest, J. R. and Narvaez, D. (eds.), Moral
Development in the Professions: Psychology an Applied Ethics (Hillsdale: Lawrence Erlbaum Associates Inc., 1994), p. 63.
12 Bebeau, M. J., "Influencing the Moral Dimensions of Dental Practice" in Rest, J. R. and Narvaez, D. (eds.), Moral
Development in the Professions: Psychology an Applied Ethics (Hillsdale: Lawrence Erlbaum Associates Inc., 1994), p. 127.
13 Self, D. J., Olivares, M. and Baldwin Jr., D. C., "Moral Reasoning in Veterinary Medicine" in Rest, J. R. and Narvaez,
D. (eds.), Moral Development in the Professions: Psychology an Applied Ethics (Hillsdale: Lawrence Erlbaum Associates Inc.,
1994), pp. 159-160.
A Survey of Effects of STS Education on the University Students' Moral Development and 205
Epistemological Beliefs : Using DIT and EBI (한혜민)
longer than 8 months, could develop higher and more integrated cognitive structure14.
In Korea, Hong designed and tested ethics education program for medical students;
it's duration
was a semester. There was slight growth in moral development of course-taken students, however, it
was not statistically significant.15
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Ⅲ. Design and Plan for Survey
Undergraduate students majoring natural sciences or engineering in three universities shown below
were observed in this survey.
A University : In Province, Public Institute of Science and Technology
B University : In Seoul, Public University
C University : In Seoul, Private University
Experimental group of this survey is consisted of students who attend STS courses in 2005 fall
semester, and control group is consisted of students who does not. List of subjects that are samples of
this survey is shown in table.
<Table 1> Subject List
Subj. #
0
1
2
3
4
5
6
7
8
9
10
11
12
Group
Univ.
Subject Name
History of Science & Technology in Korea
Science Technology History
Science Technology and Philosophy
Science, Technology and Ethics
Introduction to Environment
Science Technology and Society
Science and Technology History
Philosophical Understanding of Science
Philosophical Understanding of Science and Technology
History of Western Civilization
Introduction to Programming
Astronomy
Korean Speaking and Writing
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Experimental
A
Group
B
C
A
Control Group
B
C
14 Tsai, "The effects of STS-oriented instruction of female tenth graders' cognitive structure outcomes and the role of
student scientific epistemological beliefs", Journal of Science Education, Vol. 22 No. 10, 2000, p. 1111.
15 Hong, S. H., A Study on the Development of Medical Ethics Education Program, Ed. D. Dissertation(Korean) (Seoul: Seoul
National University, 2000).
206 윤리교육연구 (제 9 집)
All of the courses uses lecture, debating, project, personal reports as methods of the STS education.
Pre semester results were gathered in early September 2005, and post semester results were gathered in
early December 2005 (during a semester, 15 weeks, 2~3 hours per a week). Sizes of each group will
be shown with descriptive statistics in next section. The samples were all students in the classes;
therefore, the sampling method could not be random sampling.
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The main hypotheses of this study are,
1. STS education significantly affects students' epistemological beliefs.
2. STS education significantly affects students' moral development.
3. Long-term and frequently STS course taking significantly affects students' development. (derived
from Hypothesis 1 and 2)
4. Interdisciplinary, Socio-History based STS courses have significantly greater effects on students'
development than Single field bases STS courses and non-STS courses. (derived from Hypothesis 1
and 2)
5. There are significant differences in students' development by universities' policy on STS education.
Ⅳ. Descriptive Statistics
1. Pre semester test
Table summarizes the means and standard deviations for moral development, epistemological variables,
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and results of the t-tests. Simple independent t-tests were used to assess the difference between
experimental group and control group in all variables.
<Table 2> Descriptive Statistics of Pre-semester test
Experimental group
(n=366)
Variable
P
SK
CK
Epistemological
QL
Variables
OA
IA
M
41.95
2.89
2.43
2.14
2.72
2.96
SD
14.63
0.46
0.52
0.56
0.56
0.58
Control group
(n=138)
M
43.14
2.93
2.46
2.17
2.80
2.90
SD
15.00
0.47
0.51
0.51
0.54
0.53
t
-0.71
-0.97
-0.66
-0.55
-1.46
1.03
d
-1.19
-0.04
-0.03
-0.03
-0.08
0.06
A Survey of Effects of STS Education on the University Students' Moral Development and 207
Epistemological Beliefs : Using DIT and EBI (한혜민)
The results indicated that there were no significant differences between STS taking students and non
taking students in all variables. It might be inferred from these results that there were no biases in
students' moral development and epistemological beliefs before taking courses.
2. Post semester test
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Table shows the means and standard deviations for P score and epistemological beliefs, and t-test
results of students. Similar to Pre-semester test, simple independent t-tests were used to compare.
<Table 3> Descriptive Statistics of Post-semester test
Experimental group
(n=301)
Variable
P
SK
CK
Epistemological
QL
Variables
OA
IA
M
41.52
2.95
2.46
2.28
2.83
2.98
SD
15.08
0.43
0.50
0.62
0.51
0.56
Control group
(n=76)
M
41.42
2.98
2.48
2.28
2.81
2.97
SD
15.29
0.41
0.50
0.52
0.59
0.53
t
0.04
-0.56
-0.36
-0.05
0.37
0.09
d
0.10
-0.03
-0.02
-0.00
0.02
0.01
The results are quite similar to pre semester's results. The P score and epistemological variables are
not significantly different each other.
3. Pre-Post semester test
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After pre and post semester tests, growths
of moral reasoning and epistemological beliefs between pre
semester and post semester were calculated; and then, t-tests were used to find whether there were
significant difference between experimental and control group in growths of moral thinking and
epistemological beliefs or not. Table summarizes the means and standard deviations for moral
development growth(dP), differences in epistemological variables(dSK, dCK, dQL, dOA, dIA), and results
of the t-tests.
<Table 4> Descriptive Statistics of Pre-Post semester test
Experimental group
(n=257)
Variable
M
SD
Control group
(n=62)
M
SD
t
d
208 윤리교육연구 (제 9 집)
dP
dSK
dCK
Epistemological
dQL
Variables
dOA
dIA
0.85
0.06
0.04
0.13
0.11
0.05
14.34
0.44
0.48
0.61
0.52
0.46
-1.88
-0.04
-0.05
0.12
-0.01
0.12
15.52
0.43
0.50
0.45
0.54
0.50
1.06
1.63
1.42
0.14
1.61
1.11
2.73
0.10
0.09
0.01
0.12
-0.07
The results showed that there were no significant differences between experimental group and control
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group in growth of moral reasoning and epistemological beliefs . However, it is important to note that
these groups includes both students, who attended STS courses before 2005 fall semester and who did
not; therefore, to investigate the effects of previously taken STS courses, two groups are separated:
students who experienced STS courses at least once (includes both before 2005 fall semester and 2005
fall semester), and who never experienced STS courses.
The results were summarized in Table. Similar to previous results, there were no differences between
STS experienced group and non experienced group in growth of moral development and epistemological
beliefs.
<Table 5> T-test between experimental group and control group
STS experienced
group
(n=289)
Variable
dP
dSK
dCK
Epistemological
dQL
Variables
dOA
dIA
M
0.80
0.44
0.03
0.12
0.11
0.06
SD
14.03
0.44
0.48
0.59
0.53
0.47
non experienced
group
(n=32)
M
-3.33
0.00
-0.05
0.14
-0.08
0.13
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SD
18.48
0.41
0.50
0.47
0.49
0.46
t
1.29
0.57
0.94
-0.19
1.91
-0.81
d
4.13
0.44
0.08
-0.02
0.19
-0.07
Moreover, STS experienced group and non experienced groups are separated into four groups by
existences of STS experiences before 2005 fall semester; legends for four groups are given below.
<Table 6> Legends for four student groups
#
0
Group description
Students who does not attend STS courses in 2005 fall semester, and did not experience STS courses before 2005 fall
semester.
1
Students who experienced STS courses before 2005 fall semester, but does not attend STS courses in 2005 fall semester.
2
Students who did not experience STS courses before 2005 fall semester, but attends STS courses in 2005 fall semester.
3
Students who attend STS courses in 2005 fall semester, and experienced STS courses before 2005 fall semester.
A Survey of Effects of STS Education on the University Students' Moral Development and 209
Epistemological Beliefs : Using DIT and EBI (한혜민)
And then, the results according to the classification are showed in table. 'T' is studentized T value
that
.
<Table 7> T-test among four student groups
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0 (n=32)
Var
dP
dSK
dCK
Epist.
dQL
belifs
dOA
dIA
M
-3.33
0.00
-0.05
0.14
-0.08
0.13
SD
18.48
0.41
0.50
0.47
0.49
0.46
1 (n=30)
T
-0.87
0.00
-0.58
1.73
-0.94
1.60
M
0.21
-0.08
-0.05
0.09
0.07
0.12
SD
10.07
0.45
0.50
0.43
0.58
0.54
2 (n=222)
T
0.08
-0.98
-0.59
1.11
0.63
1.20
M
0.85
0.06
0.08
0.11
0.12
0.04
SD
14.76
0.44
0.48
0.60
0.54
0.45
3 (n=37)
T
0.72
2.01
2.59
2.79
3.30
1.41
M
0.87
0.07
-0.18
0.21
0.06
0.10
SD
11.34
0.43
0.46
0.65
0.46
0.49
T
0.37
1.05
-2.44
1.97
0.79
1.28
To see the long-term effects of STS education, four groups were re-grouped into two groups:
students who never experienced STS courses or experienced STS just once (0, 1, 2), and students who
experienced STS for several times and longer than a semester (3). T-test result between two groups
showed that the latter's CK decrement was significantly greater than the former. (t = 2.81).
To see the details of analysis, the result of ANOVA will be showed in next section.
V. T-test for each STS course
The table summarizes T-test results for differences pre-test and post-test of each subject including
experimental group and control group. www.earticle.net
Subject numbers are showed in previous section.
<Table 8> T-test for each STS course
Group
Subj.
P
Pre
0 n=15 44.22
t 0.99
33.34
Experime
1 n=26
0.48
n t a l
40.44
Group 2 n=26
-0.48
47.53
3 n=43
-0.62
4 n=33 38.12
Post
47.11
34.63
39.11
45.80
37.25
SK
2.86
0.77
3.03
-0.27
2.95
0.31
2.79
0.59
2.89
2.92
3.01
2.98
2.83
3.00
CK
2.32
1.22
2.38
1.78
2.40
0.33
2.34
1.14
2.55
2.42
2.51
2.43
2.42
2.58
QL
2.16
2.49*
2.08
0.52
2.14
1.41
2.04
-0.35
2.18
2.48
2.12
2.35
2.00
2.39
OA
2.69
0.00
2.89
0.69
2.57
3.04**
2.73
1.19
2.84
2.68
2.98
2.91
2.80
2.89
IA
3.04
0.82
2.92
0.18
2.89
1.14
2.79
1.67
3.09
3.11
2.94
3.02
2.91
3.21
210 윤리교육연구 (제 9 집)
5 n=28
6 n=12
7 n=16
8 n=54
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9 n=21
10
-0.25
40.56
0.04
35.83
1.72
48.15
-1.04
40.92
1.12
44.36
-1.78
40.00
Control n=2
Group 11
-1.67
n=3
12
-0.45
n=36
0.80
46.67
45.08
40.69
43.33
44.07
43.58
37.69
31.67
1.95
2.83
0.69
2.81
-0.52
2.49
0.73
2.99
1.71
3.09
-0.58
2.93
2.88
2.75
2.55
3.11
3.03
2.50
-1.54
38.89
3.09
3.05
-0.01
2.50
2.41
2.32
2.33
2.58
2.63
0.33
2.95
-1.00
47.62
0.38
2.38
1.22
2.32
6.50
2.37
-0.35
2.38
-0.62
2.69
-0.99
2.50
1.67
2.42
-0.93
2.39
2.28
2.28
2.17
2.46
2.40
1.00
2.17
2.65
3.05
2.16*
2.18
1.95
2.22
0.42
2.21
0.52
2.04
1.46
2.30
1.46
2.30
2.20
2.14
1.05
2.90
2.75
2.61
2.75
2.86
3.10
-0.14
2.53
1.15
2.34
0.57
2.79
1.34
2.62
1.00
2.44
1.23
2.66
1.14
2.90
-0.41
3.20
2.93
2.68
2.92
3.08
3.00
2.95
3.16
3.14
0.14
2.67
-4.00
2.22
1.89
3.02
-1.11
3.20
-0.80
2.97
0.19
2.90
0.86
2.97
2.00
3.07
3.00
3.43
1.43
2.72
0.43
2.80
2.87
0.76
*p<.05, two-tailed, **p<.01, two-tailed.
Most subjects shows no differences between pre-test and post-test in P score and epistemological
beliefs; however, QL was significantly different in subject 0 and 4(p<.05), and OA was significantly
different in subject 2(p<.05). Both of them showed significant increase of variables.
To analyze effects of type of course for moral development and epistemological beliefs, this data was
re-tested with contrast, that means re-grouping by type of courses; differences between historical, social
case related STS courses such as history of science and technology, science-technology and society, and
other STS courses such as philosophy of science and technology, special topics on STS and non STS
courses. The growth in moral development of historical, social case related STS courses(0, 1, 5, 6, 8)
were significantly grater than other courses(2, 3, 4, 7, 9, 10, 11, 12) (t = 1.85) It can be inferred
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that real case based, interdisciplinary courses are more effective than specific field related courses and
non STS courses to further development of post-conventional moral reasoning.
Ⅵ. ANOVA
1. ANOVA for pre-test data
To investigate possible differences in pre-test variables of experimental group, ANOVA by subjects
was used; moreover, to distinguish what subject shows significant difference, Duncan grouping was used
A Survey of Effects of STS Education on the University Students' Moral Development and 211
Epistemological Beliefs : Using DIT and EBI (한혜민)
after ANOVA. The results indicate that there were significant differences in several subjects before
attending STS course in 2005 fall semester; subject 7 showed significant differences in moral
development, SK, OA scores. Subject 7 was a STS course offered in B University, it is freely elective
course; in contrast, in other universities, A and C, STS courses are required to all students. It can be
inferred that academic policies in B University made the significant differences in pre-test. Details will
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be discussed in discussion part.
<Table 9> ANOVA for Pre-semester test
Subj. #
0
1
2
3
4
5
6
7
8
P
38.17
45.98
42.36
41.15
38.67
46.86
42.05
49.45
41.52
SK
B
A,B
A,B
A,B
B
A,B
"A,B
A
A,B
2.80
2.78
2.92
3.00
3.00
2.88
2.84
2.60
2.89
CK
A,B
A,B
A
A
A
A
A
B
A
2.36
2.36
2.40
2.41
2.48
2.37
2.45
2.46
2.54
QL
A
A
A
A
A
A
A
A
A
2.13
2.08
2.14
2.10
2.19
2.15
2.14
2.32
2.14
OA
A
A
A
A
A
A
A
A
A
2.75
2.70
2.59
2.67
2.79
2.65
2.77
2.44
2.86
A
A,B
A,B
A,B
A,B
A,B
A
B
A
IA
3.01
2.87
2.90
2.93
2.98
2.94
3.02
2.96
3.04
A
A
A
A
A
A
A
A
A
2. ANOVA for differences of each variable
1) Change in P score
The results were presented in tables. Simple one-way ANOVA was used to analyze differences among
four groups. First, growths of moral reasoning(P score) was analyzed. There were no significant
difference among 0~3 groups in growth of moral development.
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<Table 10> ANOVA for dP
dF
Model
Error
Corr. Total
3
215
218
SS
357.71
45834.15
46191.88
MS
119.24
213.18
F
0.56
Pr>F
0.64
2) Change in SK
Second, Epistemological variables were also analyzed; Table shows ANOVA results for SK growth
among 0~3 groups. Similar to the result of P score growth, there were no statistically significant
differences among four groups.
212 윤리교육연구 (제 9 집)
<Table 11> ANOVA for dSK
dF
Model
Error
Corr. Total
3
315
318
SS
0.62
60.58
61.2
MS
0.21
0.19
F
1.07
Pr>F
0.36
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3) Change in CK
Next table shows the result of CK growth; there were significant difference among four groups.
<Table 12> ANOVA for dCK
dF
Model
Error
Corr. Total
3
315
318
SS
2.71
72.05
74.75
MS
0.9
0.23
F
3.94
Pr>F
0.01**
To compare groups, four groups were re-grouped into two groups: students who never experienced
STS courses or experienced STS just once (0, 1, 2), and students who experienced STS for several times
(3). In this process, Duncan Grouping method was used. This result is similar to the result of T-test.
4) Change in QL
Growths of QL were also analyzed and summarized in table. Although CK showed significant
difference between two groups, ANOVA results of QL growth does not show statistically significant
differences among four groups.
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<Table 13> ANOVA for dQL
dF
Model
Error
Corr. Total
3
315
318
SS
0.36
107.43
107.78
MS
0.12
0.34
F
0.35
Pr>F
0.79
5) Change in OA
Table shows the result of ANOVA for dOA in for student groups; it implies that there were no
significant differences in change of OA among groups.
A Survey of Effects of STS Education on the University Students' Moral Development and 213
Epistemological Beliefs : Using DIT and EBI (한혜민)
<Table 14> ANOVA for dOA
dF
Model
Error
Corr. Total
3
315
318
SS
1.17
87.48
88.66
MS
0.39
0.28
F
1.41
Pr>F
0.24
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6) Change in IA
Lastly, change in IA variable were analyzed and summarized in table; there were no significant
differences among four student groups, similar to OA ANOVA result.
<Table 15> ANOVA for dIA
dF
Model
Error
Corr. Total
3
315
318
SS
0.38
68.91
69.29
MS
0.13
0.22
F
0.58
Pr>F
0.63
Ⅶ. Discussion and Conclusion
This study surveyed effects of STS education for college students' moral development and
epistemological beliefs; the results show that, first, there was significant difference between growth in
epistemological beliefs of students who attended STS course for semesters and who did not attend STS
course at all or attended just once, second, students who attended historical-social based and
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interdisciplinary STS courses showed significantly
grater growth in moral reasoning than students who
attended non STS courses or field specified STS courses such as philosophy of science and technology,
third and last, there were bias in students' moral development and epistemological beliefs among courses
before taking courses.
First, students who attended STS courses in this semester and attended before showed significantly
grater decrease in CK than students who did not attended STS courses once or attended just once. This
result leads us to the conclusion that just a course for STS does not affect students' epistemological
beliefs significantly; instead, longer and steady attendance may further significant change of students'
epistemological beliefs, especially deceasing certainty of knowledge. Penn Jr.'s study in USA also did not
show students' significant change by short term courses.16 It means that we should develop long term
and systemized STS curriculum in natural science and engineering colleges.
214 윤리교육연구 (제 9 집)
Second, there was significant difference in moral development among courses; STS courses related
historical or social cases and interdisciplinary approaching showed statistically grater moral development
than single-discipline courses and non STS courses. This study suggests that when we design STS
curricular, we have to make case-based, up to date, and interdisciplinary course. Han and Park
suggested that not only philosophical ethics, but also various studies of science and technology, such as
sociology of science and technology, should be introduced to science and technology to improve its
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educational effect.17
Third and last, the result of pre-semester test showed that there was significant difference in moral
reasoning and epistemological beliefs among subjects; moral reasoning and epistemological beliefs(P score,
SK, OA) of free elective course's students were significantly more sophisticated than those of students
who attended STS courses that were required by university policy. It can be inferred that if STS courses
are elective to students, students who have already improved moral reasoning and epistemological beliefs
choose STS courses; students who really need developing their moral reasoning and epistemological
beliefs usually does not choose STS courses. Therefore, the curriculum in natural science and engineering
colleges should be amended to make students experience more and various STS courses.
This study surveyed effects of STS education and discussed its implications for educational inventions.
Since importance of science and technology is rapidly increasing in these days, and ethical problems in
scientific fields also often arise, sophisticated educational inventions are should be developed to improve
students' ability to cope with moral dilemmas. Consequently, following researches are necessary to
improve STS education for natural science and engineering college students.
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16 Penn Jr, W. Y., "Teaching Ethics-A Direct Approach", Journal of Moral Education, Vol. 19 No. 2, 1990, p. 133.
17 Han, H. M. and Park, C. S., "A Study on the Application of Sociology of Science and Technology Perspective in Moral
Education Curriculum", Journal of Korean Ethics Studies(Korean), 60, 2005.
A Survey of Effects of STS Education on the University Students' Moral Development and 215
Epistemological Beliefs : Using DIT and EBI (한혜민)
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A Survey of Effects of STS Education on the University Students' Moral Development and 217
Epistemological Beliefs : Using DIT and EBI (한혜민)
Abstract
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A Survey of Effects of STS Education on the University Students'
Moral Development and Epistemological Beliefs: Using DIT and EBI
Han, Hye - min
The purpose of this study is to assess effects of STS(Science and Technology Studies) education in
natural science colleges and engineering colleges. STS is an interdisciplinary study includes ethics, history,
sociology, policy of science and technology; its main purpose is elaborating students' social perspectives
on science and technology. In Korea, however, there is few studies related to STS education to improve
its educational effects. Therefore, this study will do exploratory investigation effects of STS education in
moral development and epistemological beliefs from view point of educational psychology; moral
development will be assessed by DIT(Defining Issues Test), and epistemological beliefs will be assessed
by EBI(Epistemic Beliefs Inventory). The results show that, first, there was significant difference between
growth in epistemological beliefs of students who attended STS course for semesters and who did not
attend STS course at all or attended just once, second, students who attended historical-social based and
interdisciplinary STS courses showed significantly grater growth in moral reasoning than students who
attended non STS courses or field specified STS courses such as philosophy of science and technology,
From the results of investigation, this study will propose some suggestions to improve STS education in
Korea.
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Keyword : STS education, Ethics of science and technology, Epistemological beliefs, Moral judgement,
Undergraduates in natural science and engineering colleges, EBI, DIT, STS.
논문 투고일 : 2월 28일
심사 완료일 : 3월 31일
게재 결정일 : 4월 15일
Hyemin Han