과학자의 사회적 역할과 책임에 대한 과학영재학생들의 인식

The purpose of this study was to analyze the gifted science students' perception of the roles and social responsibilities of scientists, and to discuss the educational needs for responsibility ethics. The subjects of the study were 20 elementary school gifted science students from the University-affiliated Gifted and Talented Education Center. The research data is the primary written evaluation on the social roles and responsibilities of scientists in the admissions process. To analyze changes in perception before and after writing about the roles and responsibilities of scientists, a science history class based on the life of the same scientists was conducted. As a result of the analysis, the following four main categories and sixteen subcategories were derived for the roles and responsibilities of scientists: 1. Responsibility for scientific and technological development; 2. Unlimited responsibility for the negative consequences of science and technology; 3. Ethical and educational responsibility as a scientist; 4. Responsibilities as members of society. As a result of the post analysis, categories that did not appear in the prior categories were newly derived, and it was found that the recognition of the scientist's social responsibility was expanded. In addition, through network analysis, it was possible to find out changes in the perception of scientists, such as recognizing personal difficulties as a member of society. As such, it was found that science history classes had a positive effect on gifted students by helping them properly recognize and understand their social responsibilities and roles as scientists. Therefore, it suggests that education on who a scientist is and should be are based on an understanding of a scientist's role and social relations.